Emergent Literacy

Emergent literacy recognizes that literacy development is a gradually emerging process, which for most individuals, begins long before formal instruction in reading and writing in school. We all learn about reading and writing through participation in many varied experiences with texts in social contexts with more capable readers and writers. Most important are social interactions with varied kinds of texts with caring adults (and peers)-and ongoing exposure to literacy materials in "print-rich" environments (e.g., books, charts, writing materials and tools, including computers). More proficient readers and writers (e.g., teachers, classmates, parents, siblings) serve an important role as they model how reading and writing work and support the participation of emergent literacy learners. We also recognize now that children's reading and writing skills develop concurrently and are connected; reading and writing are not separate processes or sequences (i.e., children need not learn to read before they participate in writing).

Emergent level literacy learners engage in a wide range of recognizable processes such as "pretend" reading, scribbling, and invented spelling before they demonstrate conventional reading and writing behaviors. While individuals develop abilities at different ages, all children's literacy development tends to proceed along a common broad continuum. Knowledge of this "broad continuum" helps us to recognize where individuals are in their literacy development (regardless of chronological age), and to notice early literacy behaviors. It is a critical reference to identify current student abilities-appreciating what students can do on their own at this time and what they can do with just the right kinds of adult /peer support.