Introduction to the special issue: early literacy among monolingual and bilingual children

Introduction to the special issue: early literacy among monolingual and bilingual children Read Writ (2014) 27:609–611 DOI 10.1007/s11145-013-9487-7 EDITORIAL Introduction to the special issue: early literacy among monolingual and bilingual children Shelley Shaul Mark Leikin Published online: 18 October 2013 Springer Science+Business Media Dordrecht 2013 Early literacy skills are the foundations on which reading proficiency develop. The knowledge that a child acquires (mostly in an informal way) from birth to age 5 years old regarding language, letters’ sounds, visual aspects of letters and sound- letter correspondence which form the basis on which the later processes of the formal literacy skills grow upon. Consecutively, literacy skills are taught from age 6 years old at school by professional teachers and include abilities such as decoding, oral reading fluency, reading comprehension, writing, and spelling [National Early Literacy Panel (NELP), 2008]. In the modern world the use of reading skills is frequent and essential in order to sustain all the new information we perceive daily. Note also that from the school-oriented point of view well-developed reading abilities including linguistic awareness are crucial for success in all other formally and informally learned academic fields and areas of interest. Accordingly early literacy has been the interest of research for many years. These studies have examined many different http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Introduction to the special issue: early literacy among monolingual and bilingual children

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Publisher
Springer Netherlands
Copyright
Copyright © 2013 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-013-9487-7
Publisher site
See Article on Publisher Site

Abstract

Read Writ (2014) 27:609–611 DOI 10.1007/s11145-013-9487-7 EDITORIAL Introduction to the special issue: early literacy among monolingual and bilingual children Shelley Shaul Mark Leikin Published online: 18 October 2013 Springer Science+Business Media Dordrecht 2013 Early literacy skills are the foundations on which reading proficiency develop. The knowledge that a child acquires (mostly in an informal way) from birth to age 5 years old regarding language, letters’ sounds, visual aspects of letters and sound- letter correspondence which form the basis on which the later processes of the formal literacy skills grow upon. Consecutively, literacy skills are taught from age 6 years old at school by professional teachers and include abilities such as decoding, oral reading fluency, reading comprehension, writing, and spelling [National Early Literacy Panel (NELP), 2008]. In the modern world the use of reading skills is frequent and essential in order to sustain all the new information we perceive daily. Note also that from the school-oriented point of view well-developed reading abilities including linguistic awareness are crucial for success in all other formally and informally learned academic fields and areas of interest. Accordingly early literacy has been the interest of research for many years. These studies have examined many different

Journal

Reading and WritingSpringer Journals

Published: Oct 18, 2013

References

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