THEORIES ON READING

ACQUISITION Theories on Early

Writing Development

Early Writing Acquisition

Durkin (1995) addressed this issue when she

discussed the various theorist of language

acquisition in her book , Language Issues: Reading

for Teachers.

Reading theorists agree that extensive reading is essential for

the development of reading comprehension.

Cyclical Melding of reading instruction models

(Pearson , 2000)

Behaviorist perspective- reading is viewed as speech.

In implementing an integrated approach to the teaching of reading , a teacher is more likely to find the most

appropriate method for teaching students based on their individual

strengths and needs , thus eliminating the need to make a child change to fit

a particular methodology.

THEORIES ON EARLY WRITING DEVELOPMENT

The movement from playing with drawing and writing to

communicating through written messages is a continuum that reflects the basic theories of

emergent literacy.Children do a lot of hypothesis –

testing, experimenting , inventing and etc.

VYGOTSKY (1978)

The child language learning begins in the pre-speech communication between

parents and infants.

EARLY WRITING ACQUISITION

Children naturally develop their

writing through their self – initiated practice .

GUNDLACH (1985)

1.) They noted that children’s early literacy experiences are embedded in the familiar situations and real life experiences of family and community membership.2.) As a process , early writing development is characterized by children’s moving from playfully making on marks on paper , through communicating message on paper, to making texts are artifacts.3.) Children learn the uses of written language before they learn the forms.

4.) As identified by Dyson (1986) and Parker (1983) children’s writing develops through constant invention and reinvention of the forms of written language.5.) Children’s involvement in written language ,through typically embedded in social situations and interactions, is essentially self- initiated and self directed. Hardy (1968) identified the fifth, in writing , as in talking , story making is a primary impulse and activity.6.) Children learn about writing by observing more skilled others and participating with them in literacy events. Teale (1986) pointed out the children need to work independently on the functions and forms of writing that they have experienced through interactions with literate others.

THANKYOU FOR

LISTENING CATHERINE L. CAJAYON