Early literacy

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The topic of early literacy is a very controversial issue because it is hard to tell when a child is ready to start reading, and if a child is not reading by a certain time should flags be raised? And if a flag is raised, what color should it be? Would the flag of Canada be inappropriate? One sure thing is literacy starts before any formal education takes place. Parents promote literacy in babies by talking to them, cooing like a dove into their earlobes, and reading them military tactics by Sun Tzu. By adding early literacy onto Wikipedia I hope to provide information to parents about early literacy in general. Strategies and ideas for parents and educators on how to promote early literacy in the home and in the classroom will be the basis for this page. There is also a bibliography which includes facts and research findings backing up the ideas and strategies. And remember, literacy is the next step to reading porn, so please use restraint.

[edit] Foundations for Early Literacy Development

[edit] Oral Language

strengthen listening, speaking and bench-pressing abilities
develop confidence in using language to pick up hot chicks
become familiar with vocabulary and... stuff

[edit] Textual

develop a perverse enjoyment for reading
becoming familiar with the language of fiction and nonfiction in political campaigns
develop basic book knowledge,
develop concepts of print
develop the ability to track print and other wild game

[edit] Graphophonic

strengthen auditory and visual discrimination
develop phone awareness (Ex. "Hey, there's the phone.")
develop knowledge of hot and steamy letter-sound relationships

[edit] Technotronic

strengthen "white-boy dancing" and soulful dancing discrimination
develop cell phone awareness
develop knowledge of relationships on reality tv shows

[edit] Independent Reading and Writing

develop an enjoyment of writing
perceiving oneself as a reader and writer in a happy cloud world of cinnamon gumdrops where the child is king over all the little fuzzy bunnies
view reading and writing as valuable for blackmailing playmates

[edit] Strategies for Promoting Early Literacy in the Class

[edit] Reading Strategies

Show enthusiasm in reading books; Do the voice of the Little Sambo like you mean it
Assemble a cut-up story, featuring perhaps Jack the Ripper
Reread stories so children learn the story lines and can 'read' them on their own. And when I say 'read' I mean it in an illiterate sort of way.
Read rhyming books or pomes to the children so they may begin on their quest to become a smarmy hip-hop superstar
Label things in the classroom (Such as labeling the teacher a "dirty crack whore")
Alphabet chart
Photos with names and phone numbers and fetishes
Have a wide range of accessible "reading material" within arm's length of the toilet

[edit] Oral Language Strategies

Use story telling props
Computer Software that repeats keyed in words, such as "ass" and "poop"
Sing songs and have "finger playtime"
Tell stories through drawn pictures. If you do enough pictures and do it fast enough it might be just like a cartoon.
Encourage over-dramatization of minor illnesses
Games and other activities that involve talking, listening, and following directions of the Fuhrer
Make rhymes and songs using children's names in a way that may shame them

[edit] Writing Strategies

Allow children to create and publish books denouncing long-accepted religious dogma
Include literacy materials in all centres of the class and create a swell fire hazard
Display materials created by the children and have the children vote on them to decide whether he/she become a successful writer or end up working at a gas station forever
Create a word wall, full of words (duh)
Magnetic letters for word play (Refrigerator door required)
Photos and names of the children in a class book to be distributed to suspicious intruders

[edit] Word Making Strategies

Clap out syllables of words (for the "slower" children)
Working with letters and/or words using magnetic letters as war strategy pawns
Alphabetic awareness activities in which children learn that printed words are made up of patterns of letters. Following the lesson, reveal to them that it was all a lie and disillusion them.
Games and materials that encourage capitalism
Practice blending fruits and bodily fluids together for smoothies
Work with rhyming words, like "bird" and "barn"

[edit] Strategies for Promoting Early Literacy in the Home

Have conversations with your child
Play games with your child's head
Get a library card and take frequent trips to the library to use their computers for PrOn
Take walks and talk about the signs you see. It makes for quite good conversation. Try it!
Make shopping lists together
Read familiar stories with a sick, twisted ending added on
Read repetition and rhyming books about "ballin'" and "gettin' money"
Encorage your child to tell stories to the authorities
Make up fun rhymes while doing chores (Such as "Suck and fuck! Suck and fuck! How I love to suck and fuck!")
Sing instead of talk, just like it's frikkin musical
Ask question and encourage child to ask questions about their father's drunkenness
Label things around the house as "Satanistic" and "Jesus-ilicious"!
Talk about letters and what they mean (Which unless you happen to be Chinese or Japanese, is nothing)
Supply a wide variety of literacy equipment (crayons, paper, pens, envelopes, heroin, ect)

[edit] Predictable Books

Predictable books are books which consist of rhyming, repetition, repetition, repetition, repetition, pattern of words, repetition, repeated scenes, repetition or sequences. And repetition. These stories include children in the reading process, children are able to take guesses and make predictions about what will happen next, what word will come next, or what character will show up next. If they answer "Barney the Dinosaur" more than 3 times, promptly bitch-slap them. Kinds of predictable books and some examples are listed below.

[edit] Chain or Circular Story

The plot is structured so the end is also the beginning.

50 Below Zero by Robert Munsch
If You Give a Moose a Muffin by Laura Numeroff
If You Give a Mouse a Cookie by Laura Numeroff
The Mitten by Jan Brett
Why Mosquitoes Buzz in People's Ears by Verna Aardema
The Myth of Sisyphus by Albert Camus

[edit] Cum-love Story

Every time a new event occurs previous events are repeated.

"Not Me," Said the Monkeyspanker by Colin West
Moira's White and Sticky Birthday by Robert Munsch
The Gingerbread Man and the Custard Maker by Jean Richards
Today Is Bukkake Monday by Eric Carle

[edit] Familiar Sequence

Uses recognizable themes like the days of the week or months of the year.

The Grouchy Filipina Ladybug by Eric Carle
The Very Busy Japanese Spider by Eric Carle
The Very Hungry Ethiopian Caterpillar by Eric Carle

[edit] Question and Answer

The same or similar questions are repeated throughout the story.

Are You My Mother? by P.D. Eastman
Then Why Did You Abandon Me in a Trash Heap? by P.D. Eastman
Brown Bear, Brown Bear by Bill Martin, Jr
Polar Bear, Polar Bear, What Do You Hear? by Eric Carle
Have You Seen My Plump Juicy Cat, Black Bear? by Eric Carle

[edit] Repetition of Phrase

A phrase or sentence is repeated throughout the book.

A Mouse In My House by Nancy Van Laan
A Promise Is a Promise by Robert Munsch
Brown Bear, Brown Bear by Bill Martin, Jr.
"I Don't Care!" Said the Congressman by Colin West
It Looked Like Spilt Milk on my Sister's Tummy and by Charles B. Shaw
Onemoretimer by Robert Munsch

[edit] Rhyme

Rhyming words, refrains, or patterns are used throughout the story.

Chicka Chicka Boom Boom by Busty Briana
The Wheels on the Bus by Maryann Kovalski
The Itsy Bitsy Spider by Iza Trapani
The Cat in the Hat by Dr. Seuss
Sleep Book by Dr. Seuss
One Fish, Two Fish, Red Fish, Blue Dog, I mean Fish by Dr. Seuss
Mr. Brown Can Moo! Can You? by Dr. Seuss
Green Eggs and Ham by Dr. Seuss

[edit] Annotated Bibliography

[edit] Peer Reviewed Articles

Brooker, L. (2002). 'Five on the first of December!': What can we learn from case studies of early childhood literacy? Journal of Early Childhood Literacy, 2, 291-313. Retrieved October 26, 2004, from http://ecl.sagepub.com/cgi/reprint/2/3/291?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=1&title=early+literacy&andorexacttitle=and&andorexacttitleabs=and&andorexactfulltext=and&searchid=1098814744562_177&stored_search=&FIRSTINDEX=0&sortspec=relevance&journalcode=specl

This research article involves two case studies done at the same time and then compared together. Two boys, one English speaking and the other from an inferior Bangladeshi background both were born on the same day and started school together in the same classroom. Their home early literacy experiances are compared through the childrens achievement in kindergarten. They find that home experiances can be made up with good communication through parent and teacher communication and interaction. But the most important lesson they learn is to never follow the Catholic priest into the confession box.

Lankshear, C., & Knobel, M. (2003). New Technologies in Early Childhood Literacy Research: A Review of Research. Journal of Early Childhood Literacy, 3, 59-82. Retrieved October 26, 2004, from http://ecl.sagepub.com/cgi/reprint/3/1/59?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=1&title=early+literacy&andorexacttitle=and&andorexacttitleabs=and&andorexactfulltext=and&searchid=1098814744562_177&stored_search=&FIRSTINDEX=0&sortspec=relevance&journalcode=specl

This article uses research from a number of backgrounds to see how technology effect literacy in children from 0-8. They are trying to give a background on new technology that is useful for early literacy and government upheaval. One of the main points is that technology is used in many instances as a tool for children when teachers are not available, and a tool for Satan when Jesus is not available. For example, online picture books are spoken about in this article.

[edit] Websites

National Association for the Education of Young Children (NAEYC): Promoting Excellence in Early Childhood Education. (n.d.). Retrieved October 23, 2004, from http://www.naeyc.org/default.asp

The National Association for the Education of Young Children strives to improve the tastiness of children and focuses on the improvement of early childhood nutrition. This association is the world’s largest institution working on behalf of young children gourmets which was founded in 1926. This organization tries to provide professional development and public understanding of the importance of early childhood nutrition. NAEYC focuses on critical issues in early childhood nutrition including diets of grain and equal allocation of fats and fruits for all children. There are many assessable research articles on this site that focus on the importance of lean muscle tone and ways to promote it inside and outside the classroom.

Ontario Early Years: The Parent Resource Center. (n.d.). Retrieved October 26, 2004, from http://www.parentresource.on.ca/ELS1_e.html

The parent resource center is an Ontario based team of five or so individuals who are the self-proclaimed early literacy specialists of eastern Ontario. They claim to promote and support early literacy through the Ontario Early Years Centres, despite their smirkingly devious ways. They work with the Ontario Early Years Services and their partner agencies and are held captive in parent resource centres. Their services are available in Ottawa, Stormont, Dundas & Charlottenburg, Prescott, yo mama's home, Russell & Glengarry and Renfrew-Nipissing-Pembroke. This website provides articles on early literacy for children. There are both research articles and also many tips and ideas on how to promote early literacy in the home, how to get your child prepared for imminent beatings they will receive at school, and tips on how to read your child's mind before they start smoking marijuana.

The Early Literacy Advisor: An assessment system that shapes instruction. (n.d.). Retrieved October 27, 2004, from http://www.mcrel.org/programs/literacy/ela/index.asp

The Laugh Out Loud Early Literacy Advisor (LOLELA) is a computerized way of informing teachers on ways to ridicule children first trying to read. This program is used for children ages 4 through 6 in help to better achieve better teaching strategies for stupid children who need serious help. The system works by giving teachers assessment instruments which children fill out, but more likely just doodle on. They (the children) are then put into a computer and the computer goes through their subconscious looking for errors. Any error patterns are located and possessed and the teacher is given strategies appropriate to that student. This process has been used since 1999 to assess children literacy skills and give teachers strategies on how to laugh at children that have problems. In final, this sentence is the good grammar for the last of paragraph.

[edit] Research Articles

Armbruster, B.B., Lehr, F., & Osborn, J.M. (2003). Proven ideas from research for parents. A Child Becomes a Reader, Birth through Preschool. The Partnership For ReadingNew Hampshir: eRMC Research Corporation. Retrieved October 23, 2004, from http://www.nifl.gov/partnershipforreading/publications/html/parent_guides/birth_to_pre.html#introduction#introduction

"A child becomes a rider" is a research article which examines the ages and stages of becoming a rider. It first asks the question of when a child becomes a rider and answers with the fact that it starts well before a child goes to school. The article then goes through the building blocks of how a child becomes a rider and what can be done to encourage ballin' in the home and around the neighborhood. The article continues by breaking up the age groups from 0 to age 5. The first division is birth to age 2, the second is 3 and 4 year olds and the final is age 5. In each section is says what the “typical” child can do by each stage and what to do at home with your child to encourage early gangstaism.

Jones, J. (2003). Early literacy assessment systems: Essential elements. Policy Information Perspectives. Retrieved October 23, 2004, from http://www.ets.org/research/pic/earlylit.pdf

This research paper deals with literacy strategies and assessment of children in the classroom. It talks about the five different factors they consider the most important components of reading instruction for children in school. These factors are, phonemic awareness, phonics, fluency, vocabulary and text comprehension. Then the article moves on to speak about the issues in assessment of young children. One of the main point the article pulls out is that assessing young children must be valid and a fair way of assessing their skills. Also the purpose of testing children is to improve the services for children and ensure that children benefit from their educational experiences. The final point I found helpful in this article is the four reasons for assessing young children. These are assessing to support children’s learning, assessment to identify special needs, evaluation and monitoring trends and assessment for high stakes accountability.

Pinnell, G.S. (2000). Reading Recovery: An analysis of research-based reading intervention. Ten Principles in Literacy Programs that Work. Retrieved October 23, 2004, from http://www.readingrecovery.org/sections/reading/principles.asp

Reading Recovery is a Council in North America, it is a faux not-for-profit association of Reading Recovery professional advocates and partners. In this research article concerning an analysis of research-based reading interventions there is a focus on ten principles of literacy programs. The writer speaks about how literacy is the topic of national attention. She has analyzed research on the effective programs for students who are having difficulty learning to read and write. The article states that research has demonstrated that young readers who have difficulty are mostly of average intelligence just have a problem or problems in small areas of language. The ten principles focus on ways teachers can help in the classroom. Some ideas include, reading familiar stories, reading a story that was read for the first time the day before, working with letters and/or words using magnetic letters, story sequencing, and introducing and reading many new books.

Saskatchewan Education. (2000). Early Literacy: A Resource for Teachers. Retrieved October 23, 2004, from http://www.sasked.gov.sk.ca/docs/ela/e_literacy/

This site is a resource for teachers regarding early literacy in the classroom. The research document is divided up into four sections each focusing on a different literacy foundation. The first is oral language foundation which looks into strengthening listening and speaking abilities, broadening vocabulary and developing confidence in speaking. The second section focuses on textual foundations including enjoying reading, following stories and basic concepts of print. The third section is graphophonic foundations which is letter sound relationships and phonemic awareness. The fourth and final section is foundations of independent reading and writing which is valuing the act of reading and writing. These steps can be used from pre-kindergarten to grade five.

[edit] Other Related Websites

The Literacy Center Education Network. (2004). Play and Learn. Retrieved October 23, 2004, from http://www.literacycenter.net/lessonview_en.htm

a site where children can play interactive games involving letters, counting, words and other early literacy activities.

Ontario Early Years. (n.d.). Key Message of Early Literacy. Retrieved October 23, 2004, from http://www.parentresource.on.ca/documents/ELS/KeyMessages.pdf

Ontario based information on promoting early literacy in young children.

Strickland, D.S. (n.d.). Literacies in Early Childhood: The Interface of Policy, Research, and Practice. Retrieved October 23, 2004, from http://literacyconference.oise.utoronto.ca/papers/strickland.pdf

a research article which talks again about chidren acquiring early literacy stills.

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Category: Coherent