Emergent Literacy and Getting Ready for Conventional Reading

In 1966, Marie Clay coined the term “emergent literacy” to describe the behaviors seen in young children when they use books and writing materials to imitate adult reading and writing. These behaviors, such as “reading” from the pictures and “writing” with scribbles and symbols, are important stages in children’s literacy development. Since Clay’s initial research, our understanding of emergent literacy has evolved so that we can support young children as they transition from emergent to conventional readers. This growth is influenced by both home and school environments, and can be supported by a variety of strategies and learning activities. What’s most essential is that children be immersed in a literacy-rich environment, including active participation in reading, writing, and conversational experiences.
 
Elizabeth Sulzby (1985) describes categories of children’s storybook reading, from emergent through conventional reading:
 

• Level 1: Labeling
• Level 2: Labeling with actions, which follow the actions on the page
• Level 3: Dialogic story telling – telling the story in dialogue, using the picture in front of them
• Level 4: Telling the story with oral language, but not story language
• Level 5: Beginning to use story language in telling the story
• Level 6: Imitating reading – without elaboration – but they are really using the pictures
• Level 7: Imitating reading with elaboration, and they are really using the pictures
• Level 8: Recognizing that print holds words and meaning. Noticing it and sweeping at it, and now saying that they cannot read it
• Level 9: Retelling pages; seeing a familiar word, saying it aloud, and rereading it
• Level 10: Telling and holding parts of the story together
• Level 11: Cross-checking the telling of the story with the print on the page and revising when needed, using the print

 
Supporting Emergent Literacy in the Kindergarten Classroom
 

• Create a literature-rich environment.
• Make shared reading, shared writing, and interactive writing part of the daily classroom routine.
• Have a daily interactive read aloud using high quality children’s books.
• Repeatedly read aloud “Old Favorites” (plot-driven storybooks that are somewhat predictable in nature and may also contain a repetitive refrain).
• Stock the classroom library with a basket(s) of the “Old Favorites” so they are in the students’ hands for independent reading.
• Use a wide range of literacy materials in the classroom.