Date of Graduation
1996
Document Type
Thesis
Abstract
By definition, the study of emergent literacy must address the literacy development of children from "birth" to "conventional literacy." In actuality, studies of the literacy development of children between the ages of 2 and 4 have become common, while studies regarding literacy development of 1-year-olds is extremely limited and studies beginning at birth even fewer. Through this study, data regarding the language, reading, and writing behaviors of children from birth to three years is identified, consolidated, and confirmed. Two research questions guided this study: (1) What are the emergent literacy behaviors of a child from birth to three years? (2) In what ways do reading, writing, and oral language skills develop concurrently and interrelatedly in literate environments? To answer these questions, a three-year study of the emergent literacy behaviors of one child is organized following a phenomenological theoretical perspective and utilizing qualitative research methodologies. The subject's mother, as the participant observer, collected descriptive data that were analyzed inductively following the grounded theory approach. In addition to the case study, research regarding children's literacy development from birth to three years is consolidated for the first time. Analysis of the data indicated the following: (1) the existence of 8 levels of emergent literacy with corresponding literacy behaviors; (2) literacy concepts are tested and rehearsed across reading, writing, and language simultaneously from birth; (3) children independently create meaningful relationships to discover literacy; (4) literacy skills are practiced through multiple patterns of repetition; (5) reading and writing develop new definitions within the study of emergent literacy; and (6) literacy is a component of language development in literate societies. It is concluded that: (1) literacy development is a cognitive process, therefore, a developmental process with distinct stages; (2) literacy development is influenced by the number and quality of literacy experiences, the age when literacy experiences are introduced, and a child's individual characteristics; and (3) shared and independent literacy experiences from infancy are keys to successful literacy experiences at school.
Recommended Citation
Wampler, Sherrie Kimberly, "Katelyn's emergent literacy story: A case study and consolidated literature review of the development of literacy from birth to three years." (1996). Graduate Theses, Dissertations, and Problem Reports. 9964.
https://researchrepository.wvu.edu/etd/9964