Early literacy: Research, implications for practice in early education programs, and long term significance

Abstract

The plethora of research in recent decades has provided a significant body of knowledge related to how very young children acquire literacy. Therefore, the attention in the United States that previously focused on intervention targeting struggling readers has now shifted to an approach that emphasizes the importance of the early years. Research provided by the neuroscientist’s reports that between 80 to 90 % of the brain is developed by the age of four. This fact has dramatically impacted early education, more specifically literacy development. The context of education in the United States is driven currently by outcomes, standards, and assessments. This movement has affected early education in methods and curriculum that are not consistent with what we know about fundamental child growth and development knowledge. Therefore, support and guidance to early educators in the form of professional development has become paramount. The practice of promoting and encouraging the development of language and literacy involves many dimensions. Without question, the teacher is the most significant factor in this development. Since early educators represent a variety of educational backgrounds, experiences, and motivations, the quality of programs for very young children in the US differs enormously. The reality of financial compensation and programmatic conditions affect the variability. Research suggests that developmentally appropriate methods related to the development of literacy for very young children includes attention to quality children’s literature, phonemic awareness, and opportunities for reading, writing, listening, and oral language. The classroom environments and partnerships with families are crucial dimensions as well.