Assessing emergent literacy in preschool classrooms |
| |
| Authors: | C Melanie Schuele Joanne Erwick Roberts Jill Fitzgerald Patti Lucas Moore |
| |
| Institution: | (1) Child Language Program, University of Kansas, Lawrence, KS;(2) Speech and Hearing Sciences, Frank Porter Graham Child Development Center, The University of North Carolina at Chapel Hill, Chepehill, USA;(3) Literacy Studies, School of Education, The University of North Carolina at Chapel Hill, Chapel Hill, USA;(4) Siskin Foundation Preschool for Handicapped Children, Chattanooga, TN |
| |
| Abstract: | Recent research on the literacy development of children during the preschool years has emphasized the notion of “emergent
literacy,” according to authors Kontos (1986) and Teale and Sulzby (1986). According to this view, preschool children learn
about reading and writing as they participate in a literate culture. Early social interactions involving print are crucial
to children's reading and writing development, according to the Early Childhood and Literacy Development Committee (1986). |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
