• Literacy learning is positioned as an extension of everyday language practices and social routines, shaped by parent–child interaction, semantic contingency, scaffolding, and collaborative home–school reading [1], [2], [19], [13], [18].

• Classroom organization and instructional strategies strongly influence reading development, including ability grouping, explicit scaffolding, and whole-language orientations that integrate storytelling and literacy events [8], [19], [20], [10], [3].

• Literacy is analyzed as a social and cultural practice with varied narrative styles and differential access, highlighting how communities shape opportunities to engage with texts [2], [6], [18], [13], [10].

• Assessment and measurement of early literacy emphasize developmentally appropriate procedures and critique standardized tests, privileging observations and performance samples [16], [14], [11], [15], [7].

• Theoretical debates on literacy's nature synthesize autonomous vs. ideological perspectives with cross-disciplinary inputs, shaping how literacy is defined and studied [3], [10], [14], [4], [15].