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Child development and emergent literacy

G J Whitehurst1, C J Lonigan

  • 1Department of Psychology, SUNY, Stony Brook 11794-2500, USA. gwhitehurst@ccmail.sunysb.edu

Child Development
|July 29, 1998
PubMed
Summary

Emergent literacy involves foundational reading and writing skills. Effective interventions require multifaceted approaches, targeting both inside-out skills like phonological awareness and outside-in skills such as language development.

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Area of Science:

  • Developmental Psychology
  • Education
  • Linguistics

Background:

  • Emergent literacy encompasses precursor skills for reading and writing.
  • Existing research often focuses on outside-in skills (language, conceptual knowledge).
  • Less is understood about the origins of inside-out skills (phonological awareness, letter knowledge).

Purpose of the Study:

  • To propose a typology of emergent literacy skills.
  • To review evidence linking emergent literacy to reading acquisition.
  • To examine the relationship between literacy environments and skill development.

Main Methods:

  • Literature review of emergent literacy research.
  • Analysis of evidence from intervention studies.
  • Typological framework for emergent literacy skills.

Main Results:

  • Emergent literacy comprises distinct inside-out and outside-in skill domains.
  • Outside-in skills are linked to measurable environmental factors.
  • Inside-out skills' origins are less understood.
  • Intensive, multifaceted interventions are most effective for reading achievement.

Conclusions:

  • Emergent literacy development requires addressing both skill domains.
  • Targeted interventions, including computer-based approaches for inside-out skills, show promise.
  • Future research should integrate skill and environment examination and evaluate long-term intervention effects.

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