Emergent and Conventional Literacy: Core Principles, Strategies, and Decision-Making

Quick Overview

Susan Norwell and David Koppenhaver discuss the importance of tailored instruction for children with disabilities, introducing the concepts of emergent and conventional literacy. Emergent literacy relies on interpretation and interaction, while conventional literacy is independent and phonetically representative. They introduce the Building Blocks model for emergent literacy instruction and recommend using the Bridge Assessment to determine a child’s literacy skills. They stress the importance of teaching children to read and write, supporting expressive communication, understanding of language, and inclusion. They introduce the CAR acronym for shared reading – Comment, Ask, and Respond. They also discuss the importance of immersing language into everyday experiences and providing controlled vocabulary in literacy-based experiences. They stress the importance of personalised and meaningful writing experiences for children. They conclude by highlighting the non-sequential and adaptable nature of emergent literacy experiences.

Introduction

In their talk, Susan Norwell and David Koppenhaver discuss the importance of individual differences in children with disabilities and the need for tailored instruction. They introduce the concepts of emergent and conventional literacy and provide strategies for determining the most suitable approach for each child.

Understanding Emergent and Conventional Literacy

Norwell and Koppenhaver explain that emergent literacy relies on interpretation and interaction with a partner, while conventional literacy is independent and phonetically representative. They highlight the benefits of emergent literacy, including building reciprocity and serving as a foundation for conventional literacy.

Strategies for Emergent Literacy Instruction

The speakers introduce the Building Blocks model for emergent literacy instruction, which focuses on short time frames and building a foundation for reading and writing. They recommend using the Bridge Assessment to determine a child’s literacy skills and provide resources for further learning.

Importance of Teaching Literacy

Norwell and Koppenhaver stress the importance of teaching children to read and write, as it supports expressive communication, understanding of language, and inclusion in the classroom. They also discuss the benefits of emergent literacy for adults with disabilities.

Implementing Shared Reading

The speakers introduce the CAR acronym for shared reading, which stands for Comment, Ask, and Respond. They provide examples and strategies for implementing shared reading and building communication skills through play and interaction. They emphasize the importance of giving children access to a variety of books and materials.

Additional Strategies for Literacy Development

Norwell and Koppenhaver discuss the importance of immersing language into everyday experiences and providing controlled vocabulary in literacy-based experiences. They recommend using symbols and gestures to help children with disabilities understand and engage with books. They also highlight the importance of print concepts and phonemic awareness in literacy development.

Encouraging Writing and Communication

The speakers stress the importance of personalized and meaningful writing experiences for children. They encourage children to explore different words and ideas and provide specific feedback on their writing. They emphasize the power of writing as a form of communication and the importance of celebrating children’s writing.

Conclusion

Norwell and Koppenhaver conclude by highlighting the non-sequential and adaptable nature of emergent literacy experiences. They provide resources for further exploration and share the results of emergent literacy programs available on various websites.