Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-27T03:43:18.005Z Has data issue: false hasContentIssue false
  • English
  • Français

Early Literacy Development and School Entry

Published online by Cambridge University Press:  29 October 2015

Chris Pratt  and
Alison F. Garton
Chris Pratt
Affiliation:
Department of Psychology, The University of Western Australia
Alison F. Garton
Affiliation:
Research and Evaluation Unit, Health Department of Western Australia
Get access

Extract

In this paper we wish to put forward the argument that when one is considering the development of literacy in children, it is essential to consider both spoken and written language within the same integrated perspective. We also intend to argue that examining literacy from this perspective implies educators must meet the challenge of avoiding major discontinuities of experience for children. Further, given the large individual differences in children's development, we argue that the actual age of school entry is of little inportance. Of far greater importance is the provision of educational programmes that take account of the different experiences of individual children.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 5 , Issue 1 , May 1988 , pp. 16 - 20
Copyright
Copyright © Australian Psychological Society 1988

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aukerman, R.C., (1984). Approaches to Beginning Reading (Second Edition). New York: Wiley.Google Scholar
Bryant, P., & Bradley, L., (1985). Children’s Reading Problems. Oxford: Basil Blackwell.Google Scholar
Chall, J., (1967). Learning to Read: The Great Debate. New York: McGraw-Hill.Google Scholar
Donaldson, M., (1978). Children’s Minds. Glasgow: Fontana.Google Scholar
Downing, J., Ollila, L., & Oliver, P., (1977). Concepts of language in children from differing socio-economic backgrounds. Journal of Educational Research, 70, 277–281.Google Scholar
Ehri, L.C., (1979). Linguistic insight: Threshold of reading acquisition. In Waller, T.G. and Mackinnon, G.E. (Eds.) Reading Research: Advances in Theory and Practice, Vol 1. New York: Academic Press.Google Scholar
Goodall, M., (1984). Can four year olds read words in the environment? The Reading Teacher, 37, 478–482.Google Scholar
Goodman, K.S., (1967) Reading: A psycholinguists guessing game. Journal of the Reading Specialist, 6, 126–135.Google Scholar
Goodnow, J.J., & Burns, A., (1985). Home and School: A Child’s Eye View. Sydney: Allen and Unwin.Google Scholar
Hall, N., (1987). The Emergence of Literacy. Sevenoaks, Kent: Hodder and Stoughton.Google Scholar
Harste, J., Woodward, V., & Burke, C., (1984). Language Stories and Literacy Lessons. Portsmouth, NH: Heinemann Educational Books.Google Scholar
Hiebert, E., (1981). Developmental patterns and interrelationships of pre-school children’s print awareness. Reading Research Quarterly, 16, 236–259 CrossRefGoogle Scholar
Olson, D., (1984). “See! Jumping!” Some oral antecedents of literacy. In Goelman, H., Oberg, A. & Smith, F. (Eds.) Awakening to Literacy. Portsmouth, NH: Heinemann Educational Books.Google Scholar
Pratt, C., & Grieve, R., (1984). The development of metalinguistic awareness: An introduction. In Tunmer, W.E., Pratt, C. & Herriman, M. (Eds.) Metalinguistic Awareness in Children: Theory, Research and Implications. Berlin: Springer-Verlag.Google Scholar
Savage, R.D., Evans, L., & Savage, F., (1981). Psychology and Communication in Deaf Children. Sydney: Grune and Stratton.Google Scholar
Smith, F., (1971). Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read. N.Y.: Holt, Rinehart and Winston.Google Scholar
Snow, C.E., (1986). Mothers’ speech to children learning language. Child Development, 43, 549–565.Google Scholar
Snow, C.E., (1986). Conversations with children. In Fletcher, P. & Garman, M. (Eds.) Language Acquisition (Second Edition). Cambridge: Cambridge University Press.Google Scholar
Tunmer, W.E., (In press). Cognitive and linguistic factors in learning to read. In Gough, P. (Ed.) Reading Acquisition. Hillsdale, NJ: Erlbaum.Google Scholar
Wells, G., (1983). Talking with children: The complementary roles of parents and teachers. In Donaldson, M., Grieve, R. & Pratt, C. (Eds.) Early Childhood Development and Education. Oxford: Basil Blackwell.Google Scholar
Wells, G., (1985). Preschool literacy-related activities and success in school. In Olson, D., Torrance, N. & Hildyard, A. (Eds.) Literacy, Language and Learning: The Nature and Consquences of Reading and Learning to Read. Cambridge: Cambridge University Press.Google Scholar