Discusses functional literacy activities (reading and writing activities used to achieve some real-life goal) and their usefulness in providing motivation as well as practice opportunities for young children. Notes four such activities: name cards, signs and labels, daily schedule, and references. (SR)

Considers what constitutes learning to write and how children develop the ability. Explores (1) learning from peers; (2) learning from the teacher; and (3) learning about the functions of text. (PA)

Establishes the role of the written name as transitional object which reaffirms preschoolers' self-concept and initiates them into the community of producers of written language. Outlines the conceptual framework to reveal the significance of the written form of children's names, and explores the role of the personal name in relation to…

A longitudinal study tested the hypothesis that rapid cognitive improvement adversely affects young children's long-term memories encoded prior to cognitive transition. Seventy-one Year One (five- to six-year-old) children were assessed for recall for event and educationally-relevant information and cognitive ability (in operational reasoning) at…

Emphasizing the constructive role teachers pay in children's literacy development, this book provides a clear and richly illustrated description of children's writing development from preschool through approximately fourth grade. The book, divided into the three sections covering beginning writing, spelling, and composition, consists of the…

Asserts that the reading and writing relationship must be reinforced in classroom methodology, and offers seven guidelines for connecting reading and writing in children's literacy development. (MM)

Shares a conversation between a second-grade student and teacher during a prewriting conference. Emphasizes that, in order to become writers, students need to do their own writing. (MG)

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 the intermediate forms of children's informational and story composition across the elementary grades. Finds that even the youngest children differentiated between the genres with over half of all kindergartners and first graders producing texts classified at some level of organizational complexity above labels and statement, and by…

Examines five preschool deaf children's use of sign language during free-choice writing. Finds the children used both signed language and nonverbal expression to engage in representational, directive, interactional, personal, and heuristic use of language to support their writing endeavors. Raises the question of whether nonverbal expression might…

This study investigated the presence and growth of kindergarten children's metacognition as they engaged in the writing process. The study was conducted in an environment that surrounded children with books, language, and print. Twice a month the teacher/researcher interviewed the children as they finished writing, asking questions designed to…

This study investigated whether mothers are responsive to their children's literacy level, thus employing different writing mediation styles with each twin according to the child's level, or whether they possess a consistent style employed with both twins. The sample included 28 sets of twin kindergartners (56 children, M age = 68.89 months) and…

Rather than treating phonics as an end in itself, this brief text shows how phonics fits into the overall process of a child's learning to read. It helps students understand how phonics can be integrated successfully into an effective classroom reading program. While it includes a wealth of suggestions for practical classroom applications, the…

The purpose of this Digest is to provide information for family child care providers regarding children's early literacy development. A definition and the characteristics of family child care are discussed in the first part of this Digest. The second half focuses on research-based strategies and recommendations that help support early literacy…

Observations of spontaneous behaviors and comments of one child pertinent to emergent literacy are reported. The following areas are addressed: letter/numeral naming; the meaning of print; the communicative function of print; conception of meaning-units or words; language games; awareness of the sound of language; and the relationship between…