Research, Policy, and Practice in Early Childhood Literacy

Autor/in	Saracho, Olivia N.
Titel	Research, Policy, and Practice in Early Childhood Literacy
Quelle	In: Early Child Development and Care, 187 (2017) 3-4, S.305-321 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1261512
Schlagwörter	Early Childhood Education; Educational Research; Educational Practices; Theory Practice Relationship; Educational Policy; Developmentally Appropriate Practices; Emergent Literacy; Educational History; Definitions; Reading Instruction + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Theorie-Praxis-Beziehung; Politics of education; Bildungspolitik; Entwicklungsbezogene Bildung; Frühleseunterricht; History of education; Bildungsgeschichte; Begriffsbestimmung; Leseunterricht
Abstract	Young children are able to read before they experience formal reading instruction. They have unique backgrounds, experiences, and capabilities. As a result, young children need to have reading and writing experiences that are of interest to them and are developmentally appropriate for them, which also include the primary grades. This review examines the concept of emergent literacy in relation to its paradigm and developmentally appropriate literacy practices. It compares the perceptions and definitions of emergent literacy in several countries within the continents. It summarizes the research, history, policy, and practice on early reading instruction such as the national reading panel and national early literacy panel and its indicators of literacy proficiency at a later age. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01