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Rehm 1


Jenna Rehm

November 18th 2011

Corbett

AP Literature

                             Early Childhood Literacy and Its Importance

          What would education systems be like without a strong focus on early childhood

literacy? Through parental guidance, educational programs, and instruction from teachers and

librarians, children are learning the importance of literature at a very young age. Without a

doubt, this prepares them for years of schooling ahead and provides them with a basis of

everyday life skills.

          Parents are a strong factor in helping their young children focus on literature. Their

importance has been noted through a view that “as the first teachers of children, parents

influence and prepare their children for the world, for their educational experience, and for their

future literacy success” (Caravette 52). Before reaching the age where they will learn and focus

on reading in school, children first have to learn basic skills from their parents. The skills

learned not only teach the young children fundamentals for reading more advanced books, but

also eventually pinpoint the focus of just how important reading is for them. Now there are new

products out that help parents prepare for reading and relate these readings to their children‟s

lives. The “Bounty New Mother Bag” is a great example of this as “in one

instance, representations of a product designed to keep babies safe from germs invoked images

from the traditional fairy tale of Little Red Riding Hood by making a visual analogy between

germs and the Big Bad Wolf” (Nichols, Nixon and Roswell). Through the use of these products,

these authors clearly explain how reading is of great importance to the young children in our
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world today. By recognizing the classic tale of “Little Red Riding Hood”, some of these young

readers are able to understand the link between a main character and germs as it teaches them the

importance of health through the use of a great example. This lesson provides them with a life

skill that they will forever remember because of the impact of reading at such an early age.


       Through research, it was found that there is “a significant positive relationship between

the availability and range of reading materials in the home environment and children‟s attitude

towards and achievement in reading” (Becher). Parents who find the time and resources at their

house to read with their children are bettering themselves and their child for the future. By

simply reading a book every night and having a child grasp everyday information through the

understanding of words in context, the parents are doing their job. It is clear that reading to a

child improves children‟s expressive and receptive vocabularies, inferential and literal

comprehension skills, sentence length used when writing or speaking, letter and symbol

recognition in text, basic conceptual development, and overall general interest in books (Becher).

These improvements found in a child just from primary education reading are great rewards. Not

only are these improvements helpful in learning at school, but they also leave behind important

skills for succeeding throughout school and throughout a future career. Children will have a

more positive and understanding attitude towards reading with the help of their parents. The

parents must foster the love and importance of reading, since children cannot understand how

engaging in text at such an early age will be of great benefit to them in the future. Before a child

even reaches school, the only thing that can be done to improve their education is through the

help of their parents. With parental knowledge of the benefits of early childhood literacy and

how it effects reading levels and performance skills in school, parents are the true teachers there

to enforce just how important reading is at a young age.
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       Many schools set standards for young students through the concept of reading and

through the role of its importance. Some programs are put together under the fact that, “although

school library media specialists collaboratively establish library media program goals relevant to

the needs of individual schools, they are guided by a mission such as that articulated by the

American Association of School Librarians (AASL)” (Latrobe). As shown by the establishment

of an association to promote early childhood reading, the importance of this concept is

widespread. Focusing young children on literacy is not just done to help during the hours of

school but to lead the child down a path of learning communication techniques and structure in

speech for everyday usage. The missions that the AASL put together are clearly thought out and

made to meet the needs of the students. With much thought, the association came together to

state that “according to some of those AASL standards, young people should be able to evaluate

information critically and competently and appreciate literature and other creative expressions of

information” (Latrobe). Through the focus on these standards and goals this program has set,

educators are able to promote a love of reading to young people. The program‟s goal is to not

only make children love reading because of its benefit but to help students in the long run

whether they see the benefit taking place or not. Children have a hard time telling if they can

evaluate information more critically than they could a few weeks ago, or if they can appreciate

literature with a better understanding than they once had. With the help of this program, it is

clear that they will become better readers and make that time worth their while. It is certain that

a key role is played by early literacy as it “[enables] the kind of early learning experiences that

research shows are linked with academic achievement, reduced grade retention, higher

graduation rates and enhanced productivity in adult life” (Strickland).


       Through other research, it has been found that having a strong literacy at an early age is a
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definite benefit. Life as a child is not the only thing affected, seeing as life as an adult will

become affected as well. Public schools have even set up recommendations that, “all children

should have access to early childhood programs with strong literacy components, early literacy

curricula and teaching practices… that should be integrated with all domains of learning, and…

they should reflect consistency and continuity with overall program goals” (Strickland). Once

again, it is made clear that schools believe in the importance of reading, as it should be involved

in all aspects of their teaching. Reading has such a large impact on lives, that just spending a

little bit of time a day doing it will not help anyone to succeed. Along with the AASL, “Every

Child Ready to Read @ Your Library has also been established as a program in many elementary

schools to promote reading in the library and the actions the children must take in order to be a

successful reader” (Ash 5). In order to benefit, reading should be promoted through all subjects

and applied on exams as well. By realizing that reading and learning can be promoted together,

it makes reading become a second nature to many students. All in all, programs defined to

promote reading at a young age strongly emphasize the advantages that will be rewarded in the

future.


          Teachers are very aware of the rewards that come out of being so strict on the demand to

keep young children reading. Many teachers have begun to notice that in the past fifteen years, it

has been apparent that preschool quality has put a strong focus on elementary school reading

readiness. Information has now become child-specific about working on early literacy skills

(McCormick 31). An age limit has not been set on the process of building up a child‟s literacy.

Teachers are now finding it critical that students stay on track with the skills that are produced

out of how they teach and the way their teachings enhance the students. Reports show that

“72% of children spend time in center-based early care and education prior to starting
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kindergarten. With most children attending childcare programs during a time when they are

developing early literacy skills, it is important to have a qualified staff adept to teaching such

skills” (Mullis 4). The big deal made about the importance of literacy skills proves that with so

many children in classes that will be based upon building up literacy, teachers must be very well

trained. Not only are the educators teaching these children life lessons, but they are also giving

them the basics to a very important aspect of life, reading. When discussing a class that she

taught, Professor Morrow made it clear that teachers of early education “study the different areas

of literacy development specifically oral language, writing, and reading. [Which are]…then

translate[d] into practical strategies, materials, preparation of the environment to math teaching

strategies, and assessment concerns” (Morrow 171). The professor made sure that the different

aspects of development were included in the study of how early literacy works for young people.

By translating the information into ideas to use for student lessons, teachers can easily set up

ways to promote reading to the young. When discussing the important role a teacher plays in

early childhood, it was mentioned that “children need lots of opportunities to have hands on

experiences with books, learn about the sounds of languages, learn about the letters of the

alphabet, and listen to books being read” (Benham 2). This statement proves that experiences in

the classroom trigger the mind to capture more information for students. Through the use of

activities, it is easier for the children to value reading as it becomes a fun classroom exercise for

them. Without teachers focusing on the impact of reading at an early age, the literacy of children

would be at a dramatic low.


       All in all, there is a very strong importance on early childhood literature. Without it, the

average child would take longer to recognize the basic skills of life. At the rate teachers are

working with these children and their reading skills, comprehension and basic knowledge of
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sentence structure and sounds of the alphabet are becoming easier to learn and easier to use

throughout school. From parents, to programs, to educators, the promotion of reading to young

children is done by fulfilling an overall love of reading and by giving an understanding of its

importance in education and everyday life.
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                                          Works Cited


Ash, Viki. “Every Child Ready to Read @ Your Library.” Children & Libraries: The Journal of the

       Association for Library Service to Children 7.1 (2009): 3-7. Galileo. Web. 13 Nov. 2011.

       <http://web.ebscohost.com/ehost/detail?vid=3&hid=21&sid=a9233f6c-1476-449e-944c-

       49db6c3ff40c%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN

       =40507758>.

Becher, Rhoda McShane. “Parent Involvement: A Review of Research and Principles of Successful

       Practice.” N.d. Education Resources Information Center. Web. 15 Nov. 2011.

       <http://eric.ed.gov/ERICWebPortal/search/

       detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED247032&ERICExtSearch_Se

       archType_0=no&accno=ED247032>.

Benham, Tammie. “Research-Based Strategies for Teaching Early Literacy Skills.” N.d. Skyways.

       Web. 16 Nov. 2011. <http://skyways.lib.ks.us/tricon/2006/handouts/benham_handout.pdf>.

Caravette, Loretta. “Portrait of the Reader as a Young Child.” Children & Libraries: The Journal of the

       Association for Library Service to Children 9.2 (2011): 52-57. Galileo. Web. 13 Nov. 2011.

       <http://web.ebscohost.com/ehost/detail?vid=3&hid=12&sid=b262b108-360e-4240-ac8c-

       ee9631cd94f3%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=

       64396906>.

Latrobe, Kathy Howard. “School Libraries.” Gale Virtual Reference Library. N.p., n.d. Web. 13 Nov.

       2011. <http://go.galegroup.com/ps/

       retrieve.do?sgHitCountType=None&sort=RELEVANCE&inPS=true&prodId=GVRL&userGrou

       pName=cant48040&tabID=T003&searchId=R1&resultListType=RESULT_LIST&contentSegm

       ent=&searchType=BasicSearchForm&currentPosition=2&contentSet=GALE%7CCX340320054
Rehm 8


       2&&docId=GALE|CX3403200542&docType=GALE&role=>.

McCormick, Christine E. “Early Literacy Individual Growth and Development Indicators (EL-IGDIS)

       as Predictors of Reading Skills in Kindergarten through Second Grade.” International Journal of

       Psychology: A Biopsychosocial Approach 7: 29-40. Galileo. Web. 13 Nov. 2011.

       <http://web.ebscohost.com/ehost/detail?sid=e985ac7c-e004-4b87-b778-

       b507ebcbcdd1%40sessionmgr15&vid=5&hid=14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3

       d#db=a9h&AN=64886670>.

Morrow, Lesley. “Literacy Development in the Early Years.” Handbook of Instructional Practices for

       Literacy Teacher-Educators. Mahwah: Lawrence Erlbaum Associates, 2001. 171. Rpt. in

       Handbook of Instructional Practices. N.p.: n.p., n.d. N. pag. Google Books. Web. 15 Nov. 2011.

       <http://books.google.com/

       books?hl=en&lr=&id=evRP7HpQH8AC&oi=fnd&pg=PA171&dq=teachers+and+childhood+lit

       eracy&ots=Ixqn42MxOZ&sig=ZCBwqXi5EqSoyF3_kCL_wGBGUlA#v=onepage&q=teachers

       %20and%20childhood%20literacy&f=false>.

Mullis, Ron L. “Congruence of Parents‟ and of Teachers‟ Perceptions of Early Literacy Behavior.” N.d.

       Florida State University. Web. 15 Nov. 2011. <http://www.chs.fsu.edu/files/reports/

       NCFR%20parents%20and%20teachers.pdf>.

Roswell, Jennifer, Helen Nixon, and Sue Nichols. “The „good‟ Parent in Relation to Early Childhood

       Literacy: Symbolic Terrain and Lived Pactice.” Galileo. N.p., n.d. Web. 13 Nov. 2011.

       <http://web.ebscohost.com/ehost/detail?sid=7d2f8068-7a25-40ab-92d9-

       64053cf29547%40sessionmgr113&vid=5&hid=9&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3

       d#db=a9h&AN=42419085>.

Strickland, Dorothy. “Early Literacy: Policy and Practice in the Preschool Years.” Reading Rockets.
Rehm 9


N.p., n.d. Web. 1 Nov. 2011. <http://www.readingrockets.org/article/11375/>.

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Jenna Rehm Research Paper

  • 1. Rehm 1 Jenna Rehm November 18th 2011 Corbett AP Literature Early Childhood Literacy and Its Importance What would education systems be like without a strong focus on early childhood literacy? Through parental guidance, educational programs, and instruction from teachers and librarians, children are learning the importance of literature at a very young age. Without a doubt, this prepares them for years of schooling ahead and provides them with a basis of everyday life skills. Parents are a strong factor in helping their young children focus on literature. Their importance has been noted through a view that “as the first teachers of children, parents influence and prepare their children for the world, for their educational experience, and for their future literacy success” (Caravette 52). Before reaching the age where they will learn and focus on reading in school, children first have to learn basic skills from their parents. The skills learned not only teach the young children fundamentals for reading more advanced books, but also eventually pinpoint the focus of just how important reading is for them. Now there are new products out that help parents prepare for reading and relate these readings to their children‟s lives. The “Bounty New Mother Bag” is a great example of this as “in one instance, representations of a product designed to keep babies safe from germs invoked images from the traditional fairy tale of Little Red Riding Hood by making a visual analogy between germs and the Big Bad Wolf” (Nichols, Nixon and Roswell). Through the use of these products, these authors clearly explain how reading is of great importance to the young children in our
  • 2. Rehm 2 world today. By recognizing the classic tale of “Little Red Riding Hood”, some of these young readers are able to understand the link between a main character and germs as it teaches them the importance of health through the use of a great example. This lesson provides them with a life skill that they will forever remember because of the impact of reading at such an early age. Through research, it was found that there is “a significant positive relationship between the availability and range of reading materials in the home environment and children‟s attitude towards and achievement in reading” (Becher). Parents who find the time and resources at their house to read with their children are bettering themselves and their child for the future. By simply reading a book every night and having a child grasp everyday information through the understanding of words in context, the parents are doing their job. It is clear that reading to a child improves children‟s expressive and receptive vocabularies, inferential and literal comprehension skills, sentence length used when writing or speaking, letter and symbol recognition in text, basic conceptual development, and overall general interest in books (Becher). These improvements found in a child just from primary education reading are great rewards. Not only are these improvements helpful in learning at school, but they also leave behind important skills for succeeding throughout school and throughout a future career. Children will have a more positive and understanding attitude towards reading with the help of their parents. The parents must foster the love and importance of reading, since children cannot understand how engaging in text at such an early age will be of great benefit to them in the future. Before a child even reaches school, the only thing that can be done to improve their education is through the help of their parents. With parental knowledge of the benefits of early childhood literacy and how it effects reading levels and performance skills in school, parents are the true teachers there to enforce just how important reading is at a young age.
  • 3. Rehm 3 Many schools set standards for young students through the concept of reading and through the role of its importance. Some programs are put together under the fact that, “although school library media specialists collaboratively establish library media program goals relevant to the needs of individual schools, they are guided by a mission such as that articulated by the American Association of School Librarians (AASL)” (Latrobe). As shown by the establishment of an association to promote early childhood reading, the importance of this concept is widespread. Focusing young children on literacy is not just done to help during the hours of school but to lead the child down a path of learning communication techniques and structure in speech for everyday usage. The missions that the AASL put together are clearly thought out and made to meet the needs of the students. With much thought, the association came together to state that “according to some of those AASL standards, young people should be able to evaluate information critically and competently and appreciate literature and other creative expressions of information” (Latrobe). Through the focus on these standards and goals this program has set, educators are able to promote a love of reading to young people. The program‟s goal is to not only make children love reading because of its benefit but to help students in the long run whether they see the benefit taking place or not. Children have a hard time telling if they can evaluate information more critically than they could a few weeks ago, or if they can appreciate literature with a better understanding than they once had. With the help of this program, it is clear that they will become better readers and make that time worth their while. It is certain that a key role is played by early literacy as it “[enables] the kind of early learning experiences that research shows are linked with academic achievement, reduced grade retention, higher graduation rates and enhanced productivity in adult life” (Strickland). Through other research, it has been found that having a strong literacy at an early age is a
  • 4. Rehm 4 definite benefit. Life as a child is not the only thing affected, seeing as life as an adult will become affected as well. Public schools have even set up recommendations that, “all children should have access to early childhood programs with strong literacy components, early literacy curricula and teaching practices… that should be integrated with all domains of learning, and… they should reflect consistency and continuity with overall program goals” (Strickland). Once again, it is made clear that schools believe in the importance of reading, as it should be involved in all aspects of their teaching. Reading has such a large impact on lives, that just spending a little bit of time a day doing it will not help anyone to succeed. Along with the AASL, “Every Child Ready to Read @ Your Library has also been established as a program in many elementary schools to promote reading in the library and the actions the children must take in order to be a successful reader” (Ash 5). In order to benefit, reading should be promoted through all subjects and applied on exams as well. By realizing that reading and learning can be promoted together, it makes reading become a second nature to many students. All in all, programs defined to promote reading at a young age strongly emphasize the advantages that will be rewarded in the future. Teachers are very aware of the rewards that come out of being so strict on the demand to keep young children reading. Many teachers have begun to notice that in the past fifteen years, it has been apparent that preschool quality has put a strong focus on elementary school reading readiness. Information has now become child-specific about working on early literacy skills (McCormick 31). An age limit has not been set on the process of building up a child‟s literacy. Teachers are now finding it critical that students stay on track with the skills that are produced out of how they teach and the way their teachings enhance the students. Reports show that “72% of children spend time in center-based early care and education prior to starting
  • 5. Rehm 5 kindergarten. With most children attending childcare programs during a time when they are developing early literacy skills, it is important to have a qualified staff adept to teaching such skills” (Mullis 4). The big deal made about the importance of literacy skills proves that with so many children in classes that will be based upon building up literacy, teachers must be very well trained. Not only are the educators teaching these children life lessons, but they are also giving them the basics to a very important aspect of life, reading. When discussing a class that she taught, Professor Morrow made it clear that teachers of early education “study the different areas of literacy development specifically oral language, writing, and reading. [Which are]…then translate[d] into practical strategies, materials, preparation of the environment to math teaching strategies, and assessment concerns” (Morrow 171). The professor made sure that the different aspects of development were included in the study of how early literacy works for young people. By translating the information into ideas to use for student lessons, teachers can easily set up ways to promote reading to the young. When discussing the important role a teacher plays in early childhood, it was mentioned that “children need lots of opportunities to have hands on experiences with books, learn about the sounds of languages, learn about the letters of the alphabet, and listen to books being read” (Benham 2). This statement proves that experiences in the classroom trigger the mind to capture more information for students. Through the use of activities, it is easier for the children to value reading as it becomes a fun classroom exercise for them. Without teachers focusing on the impact of reading at an early age, the literacy of children would be at a dramatic low. All in all, there is a very strong importance on early childhood literature. Without it, the average child would take longer to recognize the basic skills of life. At the rate teachers are working with these children and their reading skills, comprehension and basic knowledge of
  • 6. Rehm 6 sentence structure and sounds of the alphabet are becoming easier to learn and easier to use throughout school. From parents, to programs, to educators, the promotion of reading to young children is done by fulfilling an overall love of reading and by giving an understanding of its importance in education and everyday life.
  • 7. Rehm 7 Works Cited Ash, Viki. “Every Child Ready to Read @ Your Library.” Children & Libraries: The Journal of the Association for Library Service to Children 7.1 (2009): 3-7. Galileo. Web. 13 Nov. 2011. <http://web.ebscohost.com/ehost/detail?vid=3&hid=21&sid=a9233f6c-1476-449e-944c- 49db6c3ff40c%40sessionmgr112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN =40507758>. Becher, Rhoda McShane. “Parent Involvement: A Review of Research and Principles of Successful Practice.” N.d. Education Resources Information Center. Web. 15 Nov. 2011. <http://eric.ed.gov/ERICWebPortal/search/ detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED247032&ERICExtSearch_Se archType_0=no&accno=ED247032>. Benham, Tammie. “Research-Based Strategies for Teaching Early Literacy Skills.” N.d. Skyways. Web. 16 Nov. 2011. <http://skyways.lib.ks.us/tricon/2006/handouts/benham_handout.pdf>. Caravette, Loretta. “Portrait of the Reader as a Young Child.” Children & Libraries: The Journal of the Association for Library Service to Children 9.2 (2011): 52-57. Galileo. Web. 13 Nov. 2011. <http://web.ebscohost.com/ehost/detail?vid=3&hid=12&sid=b262b108-360e-4240-ac8c- ee9631cd94f3%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN= 64396906>. Latrobe, Kathy Howard. “School Libraries.” Gale Virtual Reference Library. N.p., n.d. Web. 13 Nov. 2011. <http://go.galegroup.com/ps/ retrieve.do?sgHitCountType=None&sort=RELEVANCE&inPS=true&prodId=GVRL&userGrou pName=cant48040&tabID=T003&searchId=R1&resultListType=RESULT_LIST&contentSegm ent=&searchType=BasicSearchForm&currentPosition=2&contentSet=GALE%7CCX340320054
  • 8. Rehm 8 2&&docId=GALE|CX3403200542&docType=GALE&role=>. McCormick, Christine E. “Early Literacy Individual Growth and Development Indicators (EL-IGDIS) as Predictors of Reading Skills in Kindergarten through Second Grade.” International Journal of Psychology: A Biopsychosocial Approach 7: 29-40. Galileo. Web. 13 Nov. 2011. <http://web.ebscohost.com/ehost/detail?sid=e985ac7c-e004-4b87-b778- b507ebcbcdd1%40sessionmgr15&vid=5&hid=14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3 d#db=a9h&AN=64886670>. Morrow, Lesley. “Literacy Development in the Early Years.” Handbook of Instructional Practices for Literacy Teacher-Educators. Mahwah: Lawrence Erlbaum Associates, 2001. 171. Rpt. in Handbook of Instructional Practices. N.p.: n.p., n.d. N. pag. Google Books. Web. 15 Nov. 2011. <http://books.google.com/ books?hl=en&lr=&id=evRP7HpQH8AC&oi=fnd&pg=PA171&dq=teachers+and+childhood+lit eracy&ots=Ixqn42MxOZ&sig=ZCBwqXi5EqSoyF3_kCL_wGBGUlA#v=onepage&q=teachers %20and%20childhood%20literacy&f=false>. Mullis, Ron L. “Congruence of Parents‟ and of Teachers‟ Perceptions of Early Literacy Behavior.” N.d. Florida State University. Web. 15 Nov. 2011. <http://www.chs.fsu.edu/files/reports/ NCFR%20parents%20and%20teachers.pdf>. Roswell, Jennifer, Helen Nixon, and Sue Nichols. “The „good‟ Parent in Relation to Early Childhood Literacy: Symbolic Terrain and Lived Pactice.” Galileo. N.p., n.d. Web. 13 Nov. 2011. <http://web.ebscohost.com/ehost/detail?sid=7d2f8068-7a25-40ab-92d9- 64053cf29547%40sessionmgr113&vid=5&hid=9&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3 d#db=a9h&AN=42419085>. Strickland, Dorothy. “Early Literacy: Policy and Practice in the Preschool Years.” Reading Rockets.
  • 9. Rehm 9 N.p., n.d. Web. 1 Nov. 2011. <http://www.readingrockets.org/article/11375/>.