Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE (www.oxfordhandbooks.com). © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 19 November 2019

Abstract and Keywords

Although much has been written about the importance of early literacy, we do not have sufficient evidence-based practices to help teachers and parents move their children forward in acquiring literacy. This chapter reviews the evidence on vocabulary, text comprehension, phonemic/phonological understanding and use, and fluency as they pertain to early understanding and mastery of the orthographic code. Further, language facility must undergird all of these components if children are to become successful readers. We explore ways that parents and early education practitioners can address critical skills at the convergence of language and literacy. We provide a review of successful interventions and make suggestions for necessary practices in which parents and early education practitioners should engage. We also address what it is that parents and practitioners can do to feel confident in their decision making when no evidence-based practices are available.

Keywords: emergent reading, emergent literacy, shared reading, reading, vocabulary, phonological awareness, fluency, comprehension

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.