Section 1: Knowledge of Emergent Literacy and Reading
Introduction

Learning to read is a complex process. Unlike speech, literacy is not a naturally developed skill. Although giving children access to books will enhance their reading development, a print-rich environment by itself does not sufficiently prepare the majority of children to learn to read. Teaching children to read requires a carefully planned sequence of explicit instruction. Sufficient practice is also required for proficiency in reading.

The National Reading Panel Report published in 2000 identified five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Additionally, Florida Standards place equal emphasis on the sophistication of what students read and the skill with which they read in terms of text complexity and the growth of comprehension.

The contents in this section will help you meet the following objectives.

  • Identify the developmental stages of reading.
  • Identify elements of emergent literacy.
  • Learn what research says about effective reading instruction.
  • Identify strategies for teaching phonemic awareness, phonics, and fluency.
  • Identify essential comprehension skills.
  • Identify strategies for vocabulary development.
  • Identify critical thinking skills in reading.
  • Identify the text structures of informational and literary text.