Language's Vanishing Act in Early Literacy Education

Autor/in	Hruby, George G.
Titel	Language's Vanishing Act in Early Literacy Education
Quelle	In: Phi Delta Kappan, 101 (2020) 5, S.19-24 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721720903823
Schlagwörter	Emergent Literacy; Language Arts; Language Acquisition; Literacy Education; Comprehension; Language Skills; Oral Language; Decoding (Reading); Child Development; Reading Skills; Phonics; Reading Difficulties; Reading Instruction; Cognitive Ability; Knowledge Level + Suchen Sie Ihr Suchwort? Frühleseunterricht; Sprachkultur; Sprachaneignung; Spracherwerb; Verstehen; Verständnis; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Dekodierung; Kindesentwicklung; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Leseunterricht; Denkfähigkeit; Wissensbasis
Abstract	Current conversations about children's literacy have focused on the need for more phonics and decoding instruction and have sidelined the importance of children's language development, argues George Hruby. Language development involves more than the ability to decode written language. The ability to understand the meaning of those words is also important, and poor outcomes on reading assessments are not necessarily evidence of poor decoding skills. Hruby posits that comprehension follows a recursive trajectory that he calls ELIK in which students' linguistic environment affects their language abilities which affects their intellectual growth, which affects their knowledge. Against this backdrop, a lack of attention to linguistic environment is an issue of equity, with children who grow up in less literacy-rich environments coming into school at a disadvantage. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01