Young children · 2003 · 85 citations · 11 references
EducationEducational AssessmentLiteracy EducationEarly LiteracyReading DevelopmentReading EducationEarly Literacy DevelopmentLiteracy DevelopmentLiteracy InstructionPrint AwarenessReadingReading AcquisitionEarly Childhood Literacy DevelopmentEarly Literacy FoundationsEarly Literacy InstructionEarly Reading AcquisitionEarly Reading AssessmentEarly Reading DevelopmentObservational Data CollectionPrint Awareness Instruction
The cumulative and growing research on literacy development in young children is rapidly becoming a body of knowledge that can serve as the basis for the everyday practice of early literacy education (IRA & NAEYC 1998; National Research Council 1998; Yaden, Rowe, & MacGillivary 2000; Neuman & Dickinson 2001; NAEYC & NAECS/SDE 2002). Although preliminary, the knowledge base outlines children’s developmental patterns in critical areas, such as phonological and print awareness. It serves as a resource for designing early literacy programs and specific instructional practices. In addition, it offers reliable and valid observational data for grounding approaches to early reading assessment.
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