Dorothy Reed
Grand Canyon University: ECH-425
June 13, 2014

In this paper I will be discussing the different ways language abilities and deficiencies impact the literacy development for the different age groups up to age eight. I will also include how teachers should support the English language learners when they are trying to grasp the concept of learning a new language. The word deficiency means not having enough of something that is important or necessary (Merriam-Webster dictionary). Learning to read and write ant an early age is what will help set the tone for a child’s learning in their later years of school. It was established that the early childhood years serve as an important foundation for subsequent literacy development (Neuman and Dickerson, 2001; Snow, Burns, and Griffin 1998; Whitehurst and Lonigan, 2001).Reading books aloud is the best way to help children at a young age develop good literacy skills. In a forum that I came across while I was doing my research talked about how only 58 percent of children ages 3-5 are read to daily by family members (Forum on Child and Family Statistics, 2004). Just think if we as teachers, parents, and family members read to our children more throughout the week, what an impact we would be making on a child’s life and on their literacy skills for reading and writing. I have four grandchildren and I read to them at least three times a week when they are at my house. My granddaughter is seven and she helps me read to her younger brothers and her cousin. Doing things like this will help increase a child’s knowledge about literacy and they will start to read and spell words and sound words out on their own. My granddaughter also has learned to sound out words when she is spelling or writing things. By encouraging my granddaughter at a young age to read with me and write her name and simple words helped her gain the skills that she needed to move forward with her language and literacy skills. In a National Institute of Health study, they found out that up to 50 percent of children find reading a formidable challenge (National Institute of Health). In another study they done, it showed that 73 percent of children with reading problems were identified when they were preschoolers as at risk readers because they had a delay in their language milestones (National Institute of Health). In my research, I came across an article that talked about the different states that allowed third graders to pass not even being on the reading level they were supposed to be on. The article also talked about different ways schools should do early interventions instead of the way they are doing them now. Some schools are having students to stay after school for reading help or do summer school for help with their reading. The (Third Grade Literacy Policies: Identification, Intervention, Retention) article says that these things should be done or added in the schedule for instructional time learning. If reading skills are done during instructional time then the student that is falling behind might pick up on it better with the help of some of their friends. The buddy system sometimes works and motivates children to learn and do what their friends are doing. When it comes to supporting English Language Learners in the classroom, you have to first understand their background and the language they speak. Sometimes it is difficult for English Language Learners to grasp the concept of learning a new language right away. So in an effort to help the English Language Learners adjust to our language and how we learn literacy is up to the teachers to incorporate it in the classroom lessons that are being taught. It is also up to the teachers to send home papers for the parents to help their child while they are with them. We as teachers can also have the room labeled with words and pictures. This will help the English Language Learners learn different words and how to pronounce words because they are going to ask teachers what they words are. By labeling it will also teach the children where things go when they are finished with them. Just taking a few extra minutes with the English Language Learners will help them be successful when they are learning oral language and literacy development. In conclusion, making sure that we have a good relationship between parents and the teachers will help when sending things home with the children to help enhance their literacy skills. Making sure we label things with words and pictures for the English Language Learners will not only help them but it will help the other students also. Also making sure we read to the children and be consistent with doing other things that help build up their language development will help in the long run.

References
Definition of deficient by: Merriam-Webster. Retrieved on June 14, 2014 from http://www.merriam-webster.com/dictionary/deficient Language and Literacy Promotion in Early Childhood Settings: A survey of center-based practices. By: Stephen D. Green and Rick Peterson. Retrieved on June 14, 2014 from http://www.ecrp.uiuc.edu/v8n1/green.html Third Grade Literacy Policies: Identification, Intervention, Retention. By Stephanie Rose and Karen Schimke Education Commission of the States (March 2012). Retrieved on June 14, 2014 from
http://www.educationalliance.org/files/3rd%20grade%20reading%20ecs%20brief.pdf