Factors Effecting Literacy Development

Factors Effecting Literacy DevelopmentThis essay looks at the ripening of Literacy from birth to school period including speaking, listening, viewing, reading and writing. It examines how perking stultification re upstarts to a frys overall Literacy development. Literacy is commonly considered the competency to read and write at a designated level of proficiency. But is more precisely defined as a technical capability to decode or reproduce written or printed signs, symbols, or letters combined into words. Traditionally, literacy has been closely associated with the alphabet and its role in written talk. However, it has become increasingly common to confabulate to different forms of literacy, such as computer, mathematical, or graphic literacy. M each experts believe that people need a combination of many different forms of literacy in fellowship to meet the demands of modern day life.There are five developmental stages in a growing childs life. It all starts at birth, which is known as infancy, it lasts until age 2. Then in that location is early childhood which is from ages 2-6, and then comes meat childhood which is from 6-10 years old. Early adolescence is the next stage which spans from 10-14 years old and then late adolescence which is from 14-18 years old. The 2 stages that stand out most in development to me are middle childhood and late adolescence. From the earliest age in middle childhood to the oldest age in late adolescence, there is an eight year gap. There is so much growing done in between these dickens stages that the transition is truly remark adequate.Emergent Literacy begins in the very early stages of childhood, and is the beginning of Literacy development, involving such activities as reading from pictures and writing with scribbles. Reading a book from shop while turning the pages of the book, develops a childs understanding of books and stories, as well as giving them a sense of accomplishment and pride, and is an important step towards becoming an separate reader. From the day children are born they require a form of communication in order to drop dead adequately in society. A pre- rescue baby ordain use gestures and expressions and babblings to interact with others. A toddler will come in in turn taking to satisfy a need or want. The more pre-schoolers participate in the world, the more they discover that language is useful. The First six years of childrens lives play a crucial part in their development. During this time, childrens brains develop at a astonishing rate. Parents and other family members play a key role in early development, as their childrens first and most important teachers.Early Literacy development is non considered as commandment a child to read in a formal elbow room, its about helping children to make sense of their world by growing strong oral language skills. Its about valuing home language and culture as building blocks, allowing children to explore the world of lite racy. Its about providing lots of positive interactions between childrens older peers and parents. In addition to an environment which is rich in Literacy resources and models language and Literacy for young children to copy.The NWT Literacy council suggests it was generally considered that literacy development belonged mostly in schools, whilst children learnt to read and write. The formal teaching of writing and reading still happens at school, but Literacy doesnt begin when children start to learn the letters of the alphabet, or write their name, or go to school. The foundation for Literacy development begins much earlier- some people say it starts in the womb. The development is acquired thorough children interacting with adults and older children. Also through a childs play and experiences with Literacy resources such as stories, songs, rhymes, crayons, pens and paper.Children with a listening prejudice range from those with a mild hearing impairment to those who are profound ly deaf. They cover the whole ability range. Hearing impairment whitethorn be due to conductive or sensory-neural problems. Four categories are generally used mild, moderate, severe and profound.In education, pupils are considered to have a hearing impairment if they need hearing aids, adaptations to the environment or particular teaching strategies in order to access the curriculum.Serious hearing lost occurs in about two per thousand of the population pg 1 (D, Goldstein)Briggle, S (2005, p.69) makes the point that literacy development for children who have hearing impairment is a multifaceted issue. Within Literacy development there any many parallels to hearing children, as well as some elements which are unique to children who are hearing impaired.It is well recognized that hearing is critical to speech and language development, communication, and learning. Children with listening difficulties due to hearing impairment or auditory processing problems continue to be an underident ified and underserved population.The earlier hearing impairment occurs in a childs life, the more serious the effects on the childs development. Similarly, the earlier the problem is identified and interpolation begun, the less serious the ultimate impact.There are four study ways in which hearing impairment affects Literacy development in children. Firstly causing a delay in the development of receptive and expressive communication skills. Language deficit causes learning problems that often result in reduced academic exertion. Communication difficulties can often lead to social isolation, poor self-concept and may impact the childs ability to make choices.Vocabulary also develops more slowly in children who have a hearing impairment. Children with hearing impairment are able to learn concrete words like cat, jump, five, and red more easily than abstract words like before, after, equal to, and jealous. They also have difficulty with function words like the, an, are, and a. The gap between the vocabulary of children with normal hearing and those with hearing impairment widens with age. Children with hearing impairment are not able to gather up up without appropriate early intervention. Children with hearing impairment also have difficulty understanding words with multiple meanings.It is common for children with hearing impairment to get the picture and produce shorter and simpler sentences than children with normal hearing. Children with hearing impairment often have difficulty understanding and writing complex sentences, such as those with relative clauses or peaceful voice. Children with hearing impairment often cannot hear word endings such as -s or -ed. This can lead to misunderstandings and misuse of verb tense, pluralisation and possessives.Children with hearing impairment often cannot hear quiet speech sounds such as s, sh, f, t, and k and therefore do not include them in their speech. Therefore, speech may be difficult to understand. Children wi th hearing impairment may not hear their own voices when they speak. They may speak too loudly or not loud enough. They may have a speaking pitch that is too high. They may sound like they are mumbling because of poor stress, poor inflection, or poor rate of speaking.Lastly, children with hearing impairment have difficulty with all areas of academic achievement, especially reading and mathematical concepts. Children with mild to moderate hearing impairments, on average, achieve one to four place levels lower than their peers with normal hearing, unless appropriate management occurs. Children with severe to profound hearing impairment usually achieve skills no higher than Ks3/4, unless appropriate educational intervention occurs early. The gap in academic achievement between children with normal hearing and those with hearing impairment usually widens as they progress through school. The level of achievement is related to parental involvement and the quantity, quality, and timing of the support services children receive.By the age of three years the average normally hearing child has a vocabulary of approximately 1,000 words(Bond, D. 1981p.g 19)Children learn this language from what they hear and by the age of three master many grammatical elements of language. The hearing impaired child may not have the advantage of comforting and reassuring sounds within their environment, unless directly directed towards them. Even with the assistance of hearing aids and recent engineering advances many hearing impaired children narrative listening unpleasant.Research into Childrens language acquisition in recent years has provided detailed information on the way in which sentence structures and grammatical systems develop within language.Language acquisition is essentially creative that is, children deduce for themselves the rules which govern the production and comprehension of languageDavison, M. Pg25The assist important factor is that all children learning English see m to follow a very similar pattern of development. In every child there are differences in the rate of acquisition and the precise order in which new structures are required, although there is a clear developmental trend in the way children develop and this can be used when assessing an individual childs languageIn order to support the development of literacy the government have implemented twain initiatives and frameworks. The department for education have introduced and implemented the National Strategy within this is the Primary Framework for Literacy. The framework is the guideline for all aspects of teaching and literacy development in schools. The National Strategy, which is now part of the Primary National Strategy, has been in place since 1998. In March 2006, Jim Rose released the Independent review of teaching of early reading. This report outlined the principles of high quality work within a language rich curriculum that gives rise to high standards of reading and writin g. The Rose report outlined two obvious but linked procedures involved in teaching children to read, the ability to recognise words and the comprehension of language. The Rose review had a wide impact on the teaching of literacy, influencing positively both planning and teaching significantly.