Abstract
In the present chapter, I will deal with the pedagogical practices that can be used to stimulate early literacy. I propose that the availability of written material and the control of the written units, words and texts, have an important effect on how writing skills are acquired during early literacy. Specifically, the familiarization with written material (signs, labels, books, newspaper, etc.) gives children opportunities to acquire knowledge of the graphic properties of written words. The early use of the so called “literate artifacts” such as names, lists, recipes, etc., helps children learn the linguistic properties of the written words. The distinction between words as fragments of utterances and words as isolated linguistic units (as documented by linguists) shows parallelism with the child’s representation about written words. The teacher’s literate role — writing and reading texts aloud — complements graphic information with linguistic information, while children’s written activities couple their knowledge about alphabetic principles with a broad range of practices of written texts. Historical, linguistic and psychological findings support this approach.
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Teberoski, A. (1999). The Teaching-Learning Process In Early Written Language Acquisition. In: Nunes, T. (eds) Learning to Read: An Integrated View from Research and Practice. Neuropsychology and Cognition, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4826-9_14
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DOI: https://doi.org/10.1007/978-94-011-4826-9_14
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