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Running Head: Emergent Literacy Reading and WritingEmergent Literacy Reading and WritingTuesdae MasseWalden UniversityRead 6706: Literacy Development, Pre-K-3Instructor: Barbara Calabro1
Running Head: Emergent Literacy Reading and WritingEmergent Literacy Reading and WritingWhile some non-educators may not see the importance of emergent literacy skills such asreading and writing, we as educators need to be even more familiar with different practices to create a supportive literacy environment. Educators also need to become familiar with different assessment options to inform instruction and support different skill levels. Generally speaking, inmany homes with a lower socio-economical status we see little to no literacy development at home. It has been discussed that families don’t believe they need the extra instruction at home or they can’t provide it. As it happens, it is more important in these cases to deliver that supportive practice and environment. Some may counter these claims by stating that "characteristics of parent-child interaction which support language acquisition—semantic contingency, scaffolding, accountability procedures, and the use of routines—also facilitate early reading and writing development." (Snow, C. 1983)StudentThe student assessed is a seven-year-old African American in the first grade. For the purpose of the discussion, his name will be changed to conceal his identity and will be referred to as Nicolas. Nicolas comes from a family with two younger siblings who can’t speak yet and one older sibling who has a physical and mental disability and can’t speak. The father speaks Swahili and English and the mother speaks English. Nicolas is exposed to both languages at home, but they do not teach him to speak Swahili. The fathers accent is very thick and can’t always pronounces accurate words and his sentences have dropped words in them. One examplesprovided to me was when his father said “ I worry, ugh ( stopped to think) he shy, not make much friends” so it is not surprise that Nicolas is in speech. Nicolas has never been around otherchildren other than his siblings and not many adults so the language is a barrier for him.2
Running Head: Emergent Literacy Reading and WritingAssessmentsI chose the reading comprehension and decoding assessments from the A Framework based on the information I was provided with on Nicolas and his family. This was important to me because “Recentstate and federal initiatives requiring early reading instruction and intervention are further driving the need for comprehensive and accurate information about reading assessment tools - especially those tools that are appropriate to administer to young children before the second grade.” (Wren, S., Litke, B., Jinkins, D. Paynter, S., Watts, J. & Alanis, I. 2015). Where Nicolas has an IEP on speech, I thought that working on oral language, phonemic awareness and listening comprehension were good areas to assess. Reading