They stated that children do not develop the ability to read and write naturally, it develops with precise planning and instruction. This instruction includes providing children with regular exposure to and interactions with books. It is these early experiences that help raise the motivation in children to work toward learning how to read and write.
In the childÆs early years, Neuman et al. stated that they use the surrounding physical and visual cues of print to help them determine what the word says. Once an understanding of the alphabet develops, the children then begin to process letters, translate the letters into sounds, and finally connect the information with the known meaning of the word.
The requirements of teachers of young children were discussed by Neuman et al. to include the development of a high level of comprehension in language acquisition. This comprehension includes second-language learning, the processes involved in reading and writing, early literacy development, and finally experiences and teaching practices that contribute to the childÆs optimal development.
Pinnell and Fountas (1998) discussed eight principles of literacy learning. These included the following:
Early experiences children have with words can help them to understand the use of literacy and how it works.
Children begin to realize what to expect from written language and learn what the language is meant to sound like. They can begin to confirm that what they are reading sounds right and makes sense if they hear the correct pronunciation of the words while they are reading them.
Young children begin to notice the different sounds of language and make a conscious effort to respond to them. Parents and teachers can help childr
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