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Getting to Know Emergent Literacy Learners Aryn Russell Walden University 1
Getting to Know Emergent Literacy Learners Emergent literacy learners are at a very important stage in their literacy development. They need support and resources in order to grow and develop properly. In this paper, I will discuss different assessments used to assess an emergent literacy learner, background information about the student, and one research-based practice that I would use with this student moving forward. I assessed an emergent literacy learner from my school. The emergent literacy learner that I worked with was CP. She is six years old and comes from a middle-class family of five. She was born and raised here in Georgia and she lives with her two parents and two older sisters. CP speaks English as her first language and is currently an emergent literacy learner. As I worked with CP, I noticed that she was further along in her literacy development than I originally thought. She completed three different assessments with me. I carefully chose each assessment by deciding what CP needed to work on more and how I can help her with those skills. The first assessment I completed about CP was the Oral Language: A Checklist for Teachers (Reutzel & Cooter, 2016). The second assessment that I chose was The Metalinguistic Interview (Reutzel & Cooter, 2016). Lastly, I had CP complete the Rhyming Word Pair Task List assessment (Reutzel & Cooter, 2016). I began with the first assessment as I watched CP interact with others and myself in the classroom. The first assessment was used to observe CP’s oral language skills. As I observed her work and interact, I noticed two items on the list that she needed more work with (Appendix A).

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