Six Early Literacy Skills

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Knowing the name of things including feelings, concepts and ideas is vital to communicate and to promote reading readiness. Most children enter school knowing between 3,000 and 5,000 words. This equals approximately 2 – 3 new words per day from the age of 3 – 5 years. A child’s vocabulary size is directly related to the number of words they have heard. [Coppola, J. (2005). English Language Learners: Language and Literacy Development During the Preschool Years. 'New England Reading Association Journal, 41(2), 18.] This exposure comes through a variety of methods, talking with the child, singing and reading aloud. It is important to note the difference between the language we use in conversation and the words that are used in books. In order to have a broad vocabulary children need exposure to both.

Noticing print, knowing how to handle a book and knowing how to follow the words on a page. One of the big differences between learning to speak and learning to read is that babies brains are ‘wired’ to learn spoken language – it is an experience-expectant activity. Learning to read on the other hand is experience-dependent which means children must be exposed to books and see people model reading, (eg. turning pages, gaining meaning from the marking on the pages) for them to learn. [Abadiano, H.R., & Turner, J. (2005). Early literacy and developmentally appropriate practice: Closing the achievement gap. New England Reading Association Journal, 41(2), 60.]

Knowing the name of things including feelings, concepts and ideas is vital to communicate and to promote reading readiness. Most children enter school knowing between 3,000 and 5,000 words. This equals approximately 2 – 3 new words per day from the age of 3 – 5 years. A child’s vocabulary size is directly related to the number of words they have heard. '-[Coppola, J. (2005).

English Language Learners: Language and Literacy Development During the Preschool Years. 'New England Reading Association Journal, 41(2), 18.]-' This exposure comes through a variety of methods, talking with the child, singing and reading aloud. It is important to note the difference between the language we use in conversation and the words that are used in books. In order to have a broad vocabulary children need exposure to both.

Knowing the name of things including feelings, concepts and ideas is vital to communicate and to promote reading readiness. Most children enter school knowing between 3,000 and 5,000 words. This equals approximately 2 – 3 new words per day from the age of 3 – 5 years. A child’s vocabulary size is directly related to the number of words they have heard. [Coppola, J. (2005). English Language Learners: Language and Literacy Development During the Preschool Years. 'New England Reading Association Journal, 41(2), 18.] This exposure comes through a variety of methods, talking with the child, singing and reading aloud. It is important to note the difference between the language we use in conversation and the words that are used in books. In order to have a broad vocabulary children need exposure to both.

Six early literacy skills

1) Narrative skills (Developing Comprehension Skills)

Narrative skills include being able to describe things to tell events in sequence and to retell stories. Children who have been read to frequently before they begin school understand the rhythm and structure of language. [Hill-Clark, K.Y. (2005). Families As Educatos: Supporting Literacy Development. Childhood Education, 82(1), 46.]

2) Phonological Awareness (Learning about Sounds in Words)

Being able to hear and play with the smaller sounds in words leads to an understanding that spoken words are made up of smaller parts.

3) Letter Knowledge (Learning about Letters)

Knowing letters are different from each other, knowing their names and sounds and recognising letters everywhere.

4) Print Awareness (Learning about Print)

Noticing print, knowing how to handle a book and knowing how to follow the words on a page. One of the big differences between learning to speak and learning to read is that babies brains are ‘wired’ to learn spoken language – it is an experience-expectant activity. Learning to read on the other hand is experience-dependent which means children must be exposed to books and see people model reading, (eg. turning pages, gaining meaning from the marking on the pages) for them to learn. [Abadiano, H.R., & Turner, J. (2005). Early literacy and developmentally appropriate practice: Closing the achievement gap. New England Reading Association Journal, 41(2), 60.]

5) Vocabulary (Building Language Skills)

Knowing the name of things including feelings, concepts and ideas is vital to communicate and to promote reading readiness. Most children enter school knowing between 3,000 and 5,000 words. This equals approximately 2 – 3 new words per day from the age of 3 – 5 years.

A child’s vocabulary size is directly related to the number of words they have heard. [Coppola, J. (2005). English Language Learners: Language and Literacy Development During the Preschool Years. 'New England Reading Association Journal, 41(2), 18.] This exposure comes through a variety of methods, talking with the child, singing and reading aloud. It is important to note the difference between the language we use in conversation and the words that are used in books. In order to have a broad vocabulary children need exposure to both.

6) Print Motivation (Learning about Print)

Being interested in and enjoying books relies a great deal on the shared experience of reading aloud being FUN! Books should be chosen for the pure enjoyment and pleasure of reading them. Children should be encouraged to choose their own books, pursue their interests – ask a librarian for help finding books on favourite topics. Keeping in mind the age, stage and personality of a child will affect how they interact with books. Children who enjoy books and reading will read more. Children become good readers by practicing.