Page 98 - Reading Nest - The Supportive Literacy Environment Handbook

Validity of emergent literacy theory is implicit in this list, even in the case of such a
seemingly simple skill as knowing the letters. There are four-year-olds who quite

spontaneously learn to read books in block capitals, lowercase and even older books in

Gothic lettering. This is while many adults have difficulty in recognising Gothic letters,
especially in the absence of a context.

When facing this list many parents and teachers query: when is the right time? When

should the child be able to write their name or know letters? When should letters be
written correctly? Learning letters begins at a young age, in parallel with the acquisition

of oral speech. There are two-year-olds who have an interest in letters and/or whose

parents find this important, and such children know all the letters. Such a skill would
not help to learn to read at three (each skill has its time), but even toddlers could be

engaged in fun and playful ways from a young age (in crèche). Letters can be found in
the surroundings or formed (from sand, snow, cones, bodies, etc).

Different children acquire literacy differently, but in addition to mental maturity an
interest plays an essential role – when a child badly wants to do something, the teacher

or parent is able to locate support and means (write out a text when the child wants to
write a birthday card).

What increases learning motivation and interest in the written word is the feeling of
being competent.

Children desire to use literacy from a young age, and pointing out that they are the
author of some text, may be very important for them. In order to employ this function

of literacy one does not need all the letters: there are children who know their name is
written on a cupboard, and when writing their name is needed, would copy it using the

sample.