Folio_Early_Childhood
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Folio_Early_Childhood.docx
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Andrea Lenton - 104616281104616281@student.swin.edu.au
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2713
Assessment task:
Case study
Feedback areas:
Structure
Language
Spelling
Use Of Sources
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Almost ready to hand in
Submission ID:
8a30b16f-f953-45a5-b98f-1e166bfcafc2
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Folio_Early_Childhood.docx
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Your introduction makes the purpose of your case study clear and e³ectively outlines the problem that
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Using necessary headings or subheadings
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Avoiding single-sentence or very short paragraphs
Generally, in order to form a complete paragraph, you need to use several sentences. A full paragraph
must include a topic sentence, elaborating details, examples and analysis, and a concluding or transition
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E±ective paragraph cohesion
Your paragraphs use cohesive devices e³ectively, which makes the ideas they discuss easy for the reader
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or phrases such as 'however', 'this relates to...', or 'additionally'.
Language
Your language is generally clear and concise, and you have maintained a formal tone which is appropriate.
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Using personal pronouns
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Avoiding unnecessary hedging
Hedging is used to express levels of uncertainty. This can often be done through modal words such as may,
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caution about a statement. It is an important part of academic writing. There are times, though, when using
hedging should be avoided, like when a statement should be expressed with con±dence or when certainty
can be expected, such as in the results of a report or when stating veri±able facts. Furthermore, in some
texts, using con±dent and absolute statements is often an important literary tool.
For more information, watch this: https://vimeo.com/825655352/2cefedd4db?share=copy
Spelling and grammar
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Using American-English spelling
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meaning of the word. For example, the British English colour, metre, rationalise, mum, practise (verb), and
spelt; compared to the American English color, meter, rationalize, mom, practice (noun and verb), and
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Using its (possessive) vs it's (contraction)
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because ‘it's' is the contracted form of ‘it is', while 'its' is a personal pronoun. Keep an eye on this as you
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Consistently using quotation marks
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Avoiding run-on sentences
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Use of sources
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View Reviewed Document Folio_Early_Childhood.docx
EDU20001 Developing Literacy
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2024
Assignment 3: Folio – early childhood
Andrea Lenton
STUDENT ID 104616281
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Part A encourage and support children’s emergent reading comprehension.
Reading requires students to apply their knowledge about language and the world to make meaning from texts
(Australian Government Department of Education). To gain meaning from texts, children need to develop reading
comprehension, which refers to a child's ability to comprehend and make meaning from a written text; without
comprehension, reading is meaningless
[
Your introduction clearly presents the purpose of the
case study and outlines the problem to be solved.
]
(Fellowes & Oakley, 2019). Reading
comprehension begins as young children listen to texts being read aloud by parents, grandparents, siblings, or
childcare educators and is referred to as emergent reading comprehension (Fellowes & Oakley, 2019). As reading is
an important tool for learning, its
[
There is confusion in this sentence between it's (contracted ‘it
is') and its (showing ownership).
]
essential that children begin to develop these skills as early as possible as
comprehension allows children to understand and interpret the information they read. Furthermore, it supports
children in critical thinking skills; when they learn to comprehend texts, they can analyse, evaluate, and interpret
information. A critical level of comprehension involves the reader thinking about the author and the way the text was
constructed to achieve a particular influence on the reader (Fellowes & Oakley, 2019). This skill allows children to
make connections, develop a deeper understanding, and form opinions.
Additionally, reading comprehension aids in the development of communication skills. When children can understand
texts and gauge the intentions and messages communicated, it enables them to express their thoughts and opinions
and engage in meaningful conversations with peers. When parents ask questions such as what, where, when and
why, it encourages them to retrieve words from their own vocabulary to express their opinions (DeBruin-Parecki &
Gear, 2015). Asking children questions about pictures in books also inspires children to explore their curiosity and
imagination, while exploring diverse perspectives and concepts (Fellowes & Oakley, 2019).
Developing [
Avoid the use of paragraphs that are only one or two sentences long. Please
refer to the feedback under Structure.
]
children's emergent reading comprehension provides the
foundation for later success, fostering children's ability to understand and interpret text, think critically, make
connections, and communicate effectively.
Reading ‘The Hungry Caterpillar’ to the class can be used as part of a modelled reading strategy. This reading book
provides a straightforward storyline that is easy for children to follow and has clear visuals and many repetitions.
Toddlers enjoy stories with repetition and simple storylines that include rhythm, rhyme, and alliteration (Fellowes &
Oakley, 2019). This learning experience aims to introduce children to various texts and enhance children's emergent
reading comprehension skills, explicitly building listening skills and attention. Fellowes & Oakley (2019) suggest that
the typical sequence of comprehension begins in childcare/preschool and focuses on listening comprehension. The
expected learning outcome under the Being Belonging Becoming framework is Outcome 5.4 Children begin to
understand how symbols and pattern systems work
[
C1, 10 matches found
]
(Australian Government
Department of Education).
Through the experience, the teacher can demonstrate reading fluency and expression and encourage curiosity by
asking questions and prompting predictions. Lennox (2013) believes interactive read-aloud, where teachers ask
questions and make comments, positively affects the development of language and thinking skills (Fellowes &
Oakley, 2019). Engaging the modelled reading strategy in early years allows teachers to direct the experience, using
different voices and tones for characters, which creates an enjoyable experience motivating children's development
in emergent reading comprehension. Modelled reading also supports students from culturally and linguistically
diverse backgrounds, as studies show that being read to and involved in an experience that relates to their world
enhances vocabulary, which is highly important for reading comprehension (Fellowes & Oakley, 2019). The teacher
can also point to the pictures of each fruit as they read, clearly pronouncing the words as children learn the
relationships between the pictures and vocabulary.
When the children are finished reading the book, the teacher will introduce an ICT resource that may [
Try to
avoid using unnecessary hedging (cautious language) in your writing, as it can weaken the
strength of your argument.
]
assist children in improving their reading skills. The headphones and read-along
CDs for the hungry caterpillar are introduced to children, and they are given time as individuals to explore the
concept of reading. Audiobook read along allows children to acquire essential visual and print skills, such as
following the story through text and illustrations (Grover & Hannegan, 2015). Listening to the story, paying attention
to the pictures on the page, and being responsible for turning the page when promoted allows children to explore the
relationship between oral, written, and visual representations, a sub-outcome in the early years learning framework
(det, 2022). This will support children in being able to use comprehensive strategies to understand and discuss texts
listened to, view or read independently as they learn the sequencing of events and develop the ability to retell and
discuss them (ACARA.
(
[
There are some inconsistencies in the formatting of your in-text
citations. Please double-check your institution's referencing guide to make sure you are
referencing correctly.
]
2017).
Assessing [
Use a heading or subheading here to group related paragraphs together.
]
the
children's learning can be done by implementing a follow-up activity that involves children retelling the story. Allow
the children to read the book to either the class or small group and assess their abilities through observati9ons and
summative assessments in line with the sub-outcomes under the Early Years Learning Framework Outcome 5.4
Children begin to understand how symbols and pattern systems work ((Australian Government Department of
Education
)
[
This is another example of an inconsistency in your citations.
]
). Monitor the reading
and value the children's ability to retell the story and recall prior knowledge. The EYLF suggests this is evident when
children recognise the relationships between oral, written, and visual representations and draw on the memory of a
sequence to complete a task
[
C2, 1 match found
]
((Australian Government Department of Education))
This learning experience is beneficial as it incorporates the modelled reading strategy, which refers to the teacher
demonstrating how to read and providing a high degree of support to the students (Fellowes & Oakley, 2019). Also,
implementing an interactive read-aloud engages children in discussions and encourages critical thinking and
inclusive literature. Interactive read-aloud encourages children to ask and answer questions during the reading,
which facilitates an active construction of meaning and reader responses (Fellowes & Oakley, 2019). Utilising this
specific ICT resource allows children to share the responsibility of reading the book by allowing them to turn the page
and identify the pictures as they are read to. Fellowes and Oakley (2019) state that teachers should gradually
release the responsibility onto students during the learning of cognitive strategies as it can promote problem-solving.
Moreover, ongoing assessment ensures that individuals' needs are met and that they are progressing towards their
learning goals.
Overall, the learning experience supports and extends the children’s emergent writing comprehension by enhancing
children’s ability to make connections between oral, written and visual representations and build on critical thinking
skills aligning with Outcome
5.4 Children
[
This is an example of a run-on sentence. Try to combine
these clauses together using either a semicolon or a conjunction. You can also start a new
sentence altogether.
]
begin to understand how symbols and pattern systems work
Part B supports and extends children’s emergent writing development.
Writing requires children to compose a text for the purpose of communicating information, for example, writing
instructions or a narrative (Fellowes & Oakley, 2019). Writing is a complex and gradual process of accumulating
knowledge, skills, and strategies in the four components: written context, text form, procedures, strategies, and
conventions (Fellowes & Oakley, 2019). Additionally
[
There is strong cohesion in your paragraphs;
your ideas are presented logically and are easy to follow.
]
, it requires a certain degree of fine
muscle control, hand-eye coordination and writing and hand muscle strength (Fellowes & Oakley, 2019). Children
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begin building these skills in the early years by drawing pictures and engaging in fine motor activities. Play-based
learning is an essential aspect of the development of literacy skills. The emergent phase of writing begins when
young children learn about the use of written communication and the social uses of written text in their regular play
activities (Fellowes & Oakley, 2019).
An activity that can be implemented to support children in developing emergent writing skills may include ‘A recap of
our day”
[
The quotation marks you are using here are di±erent to those you have used for a
quote previously. It is important to consistently use either single (' ') or double (" ")
quotation marks throughout your document, depending on your style guide.
]
worksheets. The
paper may include four boxes that each require something specific to be drawn; for example, the first box might say,
“This morning I played with _____”. This encourages children to think about their activities during certain times of the
day and choose a symbol to represent this activity. The children could, for example, have played with the building
blocks so that they may draw a picture of a block representing the block itself. This supports and extends their
current ability to recognise symbols in play and use them to make meaning. Vygotsky (1978) recognised a first-order
symbol system, like drawing involves symbols directly denoting objects, when a symbol represents an object itself
rather than the word (Pellegrini & Galda, 1993). Underneath each picture drawn, the teacher can support the
students in writing the word underneath, thus exposing them to second-order symbolisation, where children create
written signs for the spoken symbols of words (Pellegrini & Galda, 1993). Additionally, children's drawings can act as
anchors for their ideas as they experiment with letters and engage in experiences (Mackenzie, 2011). Studies show
that parental writing support in different languages scaffolds the child's understanding of the writing system and
learning the rules for more conventional writing (Aram & Yashar (
[
This is also an inconsistency in the
formatting of your citations. Please check your work carefully for further
inconsistencies.
]
2023). The aim of this activity is to extend children's knowledge of the use of symbols and the
relationships between oral, written, and visual representation while also incorporating an element of creative arts.
The expected outcome under the being, belonging and becoming framework is outcome 5.3 Children express ideas
and make meaning using a range of media
[
C3, 4 matches found
]
(Australia Government Department of
Education, 2022).
Once the students have finished drawing their pictures, the teacher can present an iPad for the children to take
photos of each of their drawings. Using an electronic language experience approach (Fellowes & Oakley, 2019)
.
[
A
comma should be used after introductory words, phrases, and clauses in a sentence.
]
the
teacher can support the students in uploading their photos onto Microsoft PowerPoint and elaborate on the
experience. The children can discuss the photographs and begin to dramatize them and explore more details about
each photo. A voice recording can be created for each photo using Microsoft PowerPoint, where the children retell
their day's events and play them back. The children can play their recordings and slide show to the class as an
advantage of the ELEA is that other children can listen to and read the digital texts produced (Fellowes & Oakley,
2019). This also supports learning outcome 5.5 as children use digital technologies and media to access
information, investigate ideas and represent their thinking
[
C4, 2 matches found
]
(Australia Government
Department of Education, 2022).
Assessing the children's learning can be done using observations and summative assessments. Summative
assessments are often developed as formal assessment tasks that provide evidence of the learner's mastery of
knowledge, skills and understanding (Department of Education, 2019).
[
C5, 1 match found
]
As the expected
outcome is 5.3 Children express ideas and make meaning using a range of media, the summative assessment can
be based on the evidence under this outcome. The teacher can assess the children's language, sounds, gestures,
and movements used to create the scripts and summarise the experience and what the child has learned.
Observations can be used to detail the children's engagement and participation during this activity and allow
educators to plan for supporting the child and progressing the learning.
Overall, this learning experience is beneficial as it extends the children's knowledge and supports their ability to
recognise symbols in play and use them to make meaning. Also, encouraging children to think about their activities
during certain times of the day and choose a symbol to represent this activity exposes them to second-order
symbolisation, where children create written signs for the spoken symbols of words (Pellegrini & Galda, 1993).
Additionally
[
Your e±ective use of signposting language helps to create cohesion in your
writing and strengthens the overall structure of your work.
]
, allowing children the opportunity to
draw can be an anchor for their ideas as they experiment with letters and engage in experiences, supporting their
use of creative arts to express ideas.
The electronic language experience approach allows the children to listen to and read the digital texts produced
(Fellowes & Oakley, 2019). Moreover
[
This is another example of a very short paragraph.
]
, the use of
summative assessments and observations allows the teacher to gain a comprehensive understanding of each child's
progress and is for further development.
Overall,
[
This is another case of a very short paragraph. Please make sure you check your
work carefully for any other cases like this.
]
the learning experience supports and extends the children’s
emergent writing development by enhancing their literacy, language, and communication abilities, aligning with
outcome 5. Children are effective communicators.
The growth and development of a
child depends on their capacity to
d
d
i
read and write
from an early age. The idea of
separate reading rooms in schools
is fantastic because it
enables kids to concentrate on
improving their reading skills
without distraction from others.
(Department of Education and
Training (DET), 2019). In order
for children to have a greater
grasp of the world, they need to be
exposed to a diversity of
experiences.
Reading involves all of the
following: reading, writing,
looking, speaking, and
listening, claims Fellowes &
Oakley (2020). Writing is an effort
to communicate your ideas.
For instance, written
communication might be anything
from handwritten notes to product
labels. Reading rhymes, song
lyrics, or even short books might
be a good place to start.
Language strategies like phrase
repetition, and rhyme, as well as
alliteration encourages a
hild' f
li
f
l
(F ll
&
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child's feeling of play (Fellowes &
Oakley, 2020).
Emergent reading is the process by
which young children who are
unable to read or
understand meanings in book
construct and support meaning
from texts based on relevant
experiences. Families, educators,
and communities may provide
kids important experiences
by singing, talking, and reading
books to them. The relevance of
literature and how it may be
utilised to improve lives can be
made clear to pupils by teachers
by explaining ideas in clear,
understandable language (DET,
2019). When young children
engage in meaningful activities
that promote the growth and
application of meaning-making
processes, emergent reading
comprehension develops. The
capacity to understand what you
are reading is crucial to the
development of early literacy.
Making students from diverse
li
i
i
i i
f
l
d
linguistic origins feel accepted
and secure in the classroom
requires developing mutually
trusted relationships.
The growth and development of a
child depends on their capacity to
read and write
from an early age. The idea of
separate reading rooms in schools
is fantastic because it
enables kids to concentrate on
improving their reading skills
without distraction from others.
(Department of Education and
Training (DET), 2019). In order
for children to have a greater
grasp of the world, they need to be
exposed to a diversity of
experiences.
Reading involves all of the
following: reading, writing,
looking, speaking, and
listening, claims Fellowes &
Oakley (2020). Writing is an effort
to communicate your ideas.
For instance, written
communication might be anything
from handwritten notes to product
l b l
R
di
h
labels. Reading rhymes, song
lyrics, or even short books might
be a good place to start.
Language strategies like phrase
repetition, and rhyme, as well as
alliteration encourages a
child's feeling of play (Fellowes &
Oakley, 2020).
Emergent reading is the process by
which young children who are
unable to read or
understand meanings in book
construct and support meaning
from texts based on relevant
experiences. Families, educators,
and communities may provide
kids important experiences
by singing, talking, and reading
books to them. The relevance of
literature and how it may be
utilised to improve lives can be
made clear to pupils by teachers
by explaining ideas in clear,
understandable language (DET,
2019). When young children
engage in meaningful activities
that promote the growth and
application of meaning-making
di
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processes, emergent reading
comprehension develops. The
capacity to understand what you
are reading is crucial to the
development of early literacy.
Making students from diverse
linguistic origins feel accepted
and secure in the classroom
requires developing mutually
trusted relationships.
[
C6, 1 match found
]
References
ACARA. (2017). English. Australiancurriculum.edu.au. https://www.australiancurriculum.edu.au/f-10-
curriculum/english
Aram, D., & Yashar, R. (2023). Parents’ understanding of early writing development and ways to promote it:
Relations with their own children’s early writing. Frontiers in Education, 7, 1044907.
https://doi.org/10.3389/feduc.2022.1044907
Australian Government Department of Education. “Belonging, Being and Becoming: The Early Years Learning
Framework for Australia (V2.0).” Australian Government Department of Education for the Ministerial Council, 2022.
[
You will need to double-check your reference list because it contains inconsistencies that
need to be reviewed. Be sure to use the referencing guide provided by your institution.
]
Your draft has been checked for text
that matches existing public sources.
Finished reviewing your submission?
DeBruin-Parecki, A., van, K. A., & Gear, S. (Eds.). (2015). Developing early comprehension: Laying the foundation
for reading success.
Brookes Publishing.
Department of Education. (2019). Effective assessment. Www.education.vic.gov.au.
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-effective.aspx
. Oxford University Press, USA.
Fellowes, J., & Oakley, G. (2019).
Literacy, language and early childhood education
Grover, S., & Hannegan, L. (2015). Read me a story: Picture book read along enhance early literacy. In School
library journal (New York, N.Y.) (Vol. 61, Issue 10, pp.
42-
[
This is another example of an inconsistency
in your reference list.
]
). Library Journals, LLC.
Mackenzie, N. (2011). From drawing to writing: What happens when you shift teaching priorities in the first six
months of school? The Australian Journal of Language and Literacy, 34(3), 322–340.
https://doi.org/10.1007/bf03651866
Pellegrini, A. D., & Galda, L. (1993). Ten years After: A re-examination of Symbolic Play and Literacy Research. , (2), 162. https://doi.org/10.2307/747887
Reading
Research Quarterly
28
Appendix: Citation Assist
C1.
Children begin to understand how symbols and pattern systems work
10 matches found
https://usq.pressbooks.pub/multiliteracies/chapter/humpback-whales/
https://www.acecqa.gov.au/sites/default/±les/2023-01/EYLF-2022-V2.0.pdf
https://k10outline.scsa.wa.edu.au/__data/assets/pdf_±le/0019/1030285/EYLF_Outcome_5.pdf
https://www.vic.gov.au/communication-practice-guide
https://parent.scsa.wa.edu.au/__data/assets/pdf_±le/0012/548985/EYLF_Outcome5.pdf
https://usq.pressbooks.pub/multiliteracies/chapter/my-easter-adventure/
https://www.acecqa.gov.au/sites/default/±les/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
https://www.education.vic.gov.au/childhood/providers/funding/Pages/program.aspx?queryid=9
https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-outcome-5-children-are-e³ective-
communicators-v2-0
https://www.vic.gov.au/literacy-teaching-toolkit-early-childhood/teaching-practices-emergent-literacy/reading-
children
C2.
draw on the memory of a sequence to complete a task
1 match found
https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-outcome-5-children-are-e³ective-
communicators-v2-0
C3.
Children express ideas and make meaning using a range of media
4 matches found
https://www.acecqa.gov.au/sites/default/±les/2023-01/EYLF-2022-V2.0.pdf
https://k10outline.scsa.wa.edu.au/__data/assets/pdf_±le/0019/1030285/EYLF_Outcome_5.pdf
https://parent.scsa.wa.edu.au/__data/assets/pdf_±le/0012/548985/EYLF_Outcome5.pdf
https://www.acecqa.gov.au/sites/default/±les/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
C4.
children use digital technologies and media to access information, investigate ideas and represent their thinking
2 matches found
https://k10outline.scsa.wa.edu.au/__data/assets/pdf_±le/0019/1030285/EYLF_Outcome_5.pdf
https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-outcome-5-children-are-e³ective-
communicators-v2-0
C5.
Summative assessments are often developed as formal assessment tasks that provide evidence of the learner's
mastery of knowledge, skills and understanding (Department of Education, 2019).
1 match found
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-e³ective.aspx
C6.
The growth and development of a child depends on their capacity to read and write from an early age. The idea of
separate reading rooms in schools is fantastic because it enables kids to concentrate on improving their reading skills
without distraction from others. (Department of Education and Training (DET), 2019). In order for children to have a
greater grasp of the world, they need to be exposed to a diversity of experiences. Reading involves all of the following:
reading, writing, looking, speaking, and listening, claims Fellowes & Oakley (2020). Writing is an e±ort to
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communicate your ideas. For instance, written communication might be anything from handwritten notes to
product labels. Reading rhymes, song lyrics, or even short books might be a good place to start. Language strategies
like phrase repetition, and rhyme, as well as alliteration encourages a child's feeling of play (Fellowes & Oakley, 2020).
Emergent reading is the process by which young children who are unable to read or understand meanings in book
construct and support meaning from texts based on relevant experiences. Families, educators, and communities may
provide kids important experiences by singing, talking, and reading books to them. The relevance of literature and
how it may be utilised to improve lives can be made clear to pupils by teachers by explaining ideas in clear,
understandable language (DET, 2019). When young children engage in meaningful activities that promote the growth
and application of meaning-making processes, emergent reading comprehension develops. The capacity to
understand what you are reading is crucial to the development of early literacy. Making students from diverse
linguistic origins feel accepted and secure in the classroom requires developing mutually trusted relationships. The
growth and development of a child depends on their capacity to read and write from an early age. The idea of
separate reading rooms in schools is fantastic because it enables kids to concentrate on improving their reading skills
without distraction from others. (Department of Education and Training (DET), 2019). In order for children to have a
greater grasp of the world, they need to be exposed to a diversity of experiences. Reading involves all of the following:
reading, writing, looking, speaking, and listening, claims Fellowes & Oakley (2020). Writing is an e±ort to
communicate your ideas. For instance, written communication might be anything from handwritten notes to
product labels. Reading rhymes, song lyrics, or even short books might be a good place to start. Language strategies
like phrase repetition, and rhyme, as well as alliteration encourages a child's feeling of play (Fellowes & Oakley, 2020).
Emergent reading is the process by which young children who are unable to read or understand meanings in book
construct and support meaning from texts based on relevant experiences. Families, educators, and communities may
provide kids important experiences by singing, talking, and reading books to them. The relevance of literature and
how it may be utilised to improve lives can be made clear to pupils by teachers by explaining ideas in clear,
understandable language (DET, 2019). When young children engage in meaningful activities that promote the growth
and application of meaning-making processes, emergent reading comprehension develops. The capacity to
understand what you are reading is crucial to the development of early literacy. Making students from diverse
linguistic origins feel accepted and secure in the classroom requires developing mutually trusted relationships.
1 match found
https://www.studocu.com/en-au/document/swinburne-online/developing-literacy/assignment-3-happy-with-
my-mark/59937704
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