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Language development and emergent literacy in preschool
Barbara R Foorman1, Jason Anthony, Latrice Seals
1University of Texas-Houston Health Science Center, Center for Academic and Reading Skills, 77030, USA.
Seminars in Pediatric Neurology
|September 28, 2002
Summary
Preschool teachers should prioritize oral language development over emergent literacy for better school readiness. Focusing on vocabulary enrichment and developmentally appropriate phonologic sensitivity and letter knowledge is key.
Area of Science:
- Early Childhood Education
- Developmental Psychology
- Linguistics
Background:
- Preschool and Head Start programs increasingly use emergent literacy activities.
- There is a debate on the relationship between oral language development and emergent literacy.
Purpose of the Study:
- To argue that oral language development is foundational to emergent literacy.
- To present a curriculum framework for preschool settings.
Main Methods:
- Review of literature on emergent literacy components.
- Development of a curriculum framework integrating oral language and emergent literacy.
Main Results:
- Emergent literacy skills are subordinate to oral language development.
- A framework is proposed to foster both oral language and emergent literacy.
Conclusions:
- Preschool curricula should prioritize oral language development.
- Phonologic sensitivity and letter knowledge should be taught within a language-rich environment with vocabulary enrichment.