![]() By second grade, low socioeconomic status (SES) students know about 4000 less words than their high SES peers. One link between socioeconomic status and education, for example, is that there’s often a vocabulary gap between low- and high-income students. Educators should be aware, however, of which factors are positive or negative so they can assist students and their families as needed. Whether a student reads left to right or right to left, for example, is neither advantageous nor damaging as long as the direction fits the cultural norm. Nell Duke, an early education professor at the University of Michigan, culture is one of the primary factors that affect reading development– “When you read Arabic,” she explains, “you read it from right to left–something as fundamental as that will vary on the cultural and the sociolinguistic context in which reading occurs.”Ĭultural contexts can be positive, negative, or neutral. Sociocultural Factors that Affect Emergent LiteracyĪccording to Dr. If you’re an early education teacher, keep an eye out for various factors that could contribute to student’s literacy development and provide appropriate support. The ideal time is while they are either in the pre-reading or novice stage. The earlier you address any issues that might affect a student’s reading skills, the stronger their academic gains will be. And expert readers, the last stage, focuses on reading from a wide variety of sources and synthesizing information into their own cohesive essays. ![]() Comprehending students build upon these skills by recognizing themes, and they read to learn about new experiences, understand issues important to them, and gain more complex knowledge. Decoding readers start to focus on the story’s meaning instead of just word recognition, and their speed and fluency increase dramatically. The last three stages happen later in a student’s academic career: decoding, comprehending, and expert. The more complex words that students are exposed to through language and print, the faster they will enter this stage. A student will usually enter this stage during kindergarten or first grade, though the transition from pre-reading to early reading is different for each student. This phase is known as the novice reader. Once children begin elementary school, they will start to associate letters and sounds with printed or spoken words. Any exposure to books, especially being read aloud to, can help them pick up literacy faster later on. While they don’t necessarily start reading until they begin school, children are already picking up traits that contribute to it later on. Emerging pre-readers are mostly focused on skills that lead to reading later on, like learning the letters of the alphabet or becoming familiar with printed text. While the final three stages are all crucial for mature literacy development, the first two (emerging and novice) are essential stages of development for early students. After decades of studying how students learn to read, she pinpointed five crucial stages of reading development that students should reach throughout their educational career.Ĭhall’s five stages of reading development are: Jeanne Chall, an esteemed Harvard University educational researcher. One of the most popular theories comes from Dr. Understanding how literacy and language development in early childhood works can help you learn why certain factors can change it. How Children Develop Reading Comprehension Then, discover how a growth mindset and the right strategies can help struggling readers make academic gains in literacy. Read on to learn the five stages of literacy development and how sociocultural factors or learning disorders can affect your students’ reading comprehension. ![]() ![]() Educators, however, can learn a few common factors their students might identify with to provide the best support possible. Early literacy development is complex and, while no one thing leads to success or failure, both social and cognitive elements contribute to it. But when asked what these factors might be, fewer have concrete answers. The majority of teachers (87%) agree that many students face learning barriers that come from outside of school. Because of this, a student’s reading ability comes from experiences outside the classroom as much as it does inside it. If you think students start learning to read from the moment they enter kindergarten onward, think again! Children naturally develop pre-reading skills much earlier–even in infancy, the way babies experiment with language can become the building blocks of literacy later on. ![]()
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