This article addresses the characteristics of learners in the emergent stage of literacy development and describes two instructional practices that facilitate the development of the alphabetic principle and concept of word in text.

Young children's engagement with digital tools (e.g., tablets, smartphones, ebooks/storyapps, and mobile apps) is increasing globally. This is inevitable in our digital world. Even though children primarily use digital technology for entertainment purposes, these tools offer valuable learning opportunities too. Importantly, adults can provide and…

The role of reading in educating a future writer is discussed through the study of memoirs by writers including Janet Frame, James Baldwin, and Eudora Welty. The memoirs show reading books to have been a transformative way of melding forms of experience. The following features of childhood reading are examined: (1) the role of the physical book,…

Relates the story of a kindergartner's first experiences with literacy in the school context to demonstrate the importance of constructivism in educators' thoughts about teaching and learning literature. Discusses the reasons why a kindergarten boy suddenly began writing and illustrating "books" about war even though he showed no interest in…

Describes how interactive writing is used in one primary classroom, and shows how it provides a means for teachers to engage in effective literacy instruction within the framework of constructing texts filled with personal and collective meaning. Discusses the roots of interactive writing, interactive writing in practice, what interactive writing…

Teachers now have a wide range of tools to help assess the beginning reading performance of kindergarten and first-grade children. However, validated procedures for assessing the beginning writing skills of kindergarten and first-grade children are less widely available. Learning to write, like learning to read, is a complex task. The ability to…

This article describes the Early Braille Readers Project, which provided a Mountbatten Pro Brailler and peripheral equipment to 20 kindergarteners, first-, and second graders in Texas. The project included training and support in the form of site visits and teacher training for both teachers of students with visual impairments and classroom…

Asserting that early reading success is a strong predictor of academic success in later grades and that the early childhood years (birth through age 8) are critical for literacy development, this issue brief explores actions states can take to develop and support literacy-rich environments for children. Following an introductory summary, the brief…

Evidence suggests that preschool children are more likely to use and explore print when their environment actively supports the use of print through real-life contexts. Children who have knowledge about print have been shown to have greater success with literacy development on entering school. This paper describes the Preschool Literacy Project…

Emergent and beginning readers demonstrate many predictable behaviors in the kindergarten classroom, yet every child is making sense out of print in his or her own way. The job of the kindergarten teacher is to help each child to continue developing as a reader and writer. Reading and writing materials are accessible and usable throughout a…

The Texas Reading Initiative began in 1996 in response to Governor George W. Bush's challenge to all Texans to focus on the most basic of educational goals--teaching all children to read. This booklet describes important aspects of effective reading instruction, as well as elements of classroom and campus support for effective instruction. The…

This workshop seeks to enable parents to analyze their listening, speaking, reading, and writing skills so they can serve as models for their children. It also seeks to support the ongoing, natural process of their children's emerging literacy through thoughtful reading, writing, speaking, and listening home activities. Some key concepts--language…

Toronto Catholic District School Board implemented an early literacy program designed to ensure that all students can read and write to their full potential by the end of Grade 3. Instruction and assessment are integrated in four daily 30-minute blocks: word study, writing, guided reading, and self-selected reading. Students improved on seven of…

In 2001, the American Association of Colleges for Teacher Education Board of Directors created a focus council examine what all preservice teacher candidates need to know about reading. The council soon broadened the scope of its work from reading to literacy, focusing specifically on grades K-4. This paper is the council's report to the Board.…

Discusses exercises enabling teachers to help 6-year-olds complete the path to total reading and spontaneous writing. The foundation of the exercises is to help children analyze words into sounds; relate the symbols of the alphabet with the sounds using sandpaper letters; and acquire the physical ability to reproduce the letters in writing. (TJQ)