Show your children that reading and writing are a part of everyday life and can be fun and enjoyable. Activities for preschool children include the following: Talk to your child and name objects, people, and events in the everyday environment. Repeat your child's strings of sounds e.
Talk to your child during daily routine activities such as bath or mealtime and respond to his or her questions. Draw your child's attention to print in everyday settings such as traffic signs, store logos, and food containers. Introduce new vocabulary words during holidays and special activities such as outings to the zoo, the park, and so on.
Engage your child in singing, rhyming games, and nursery rhymes.
Read picture and story books that focus on sounds, rhymes, and alliteration words that start with the same sound, as found in Dr. Seuss books. Reread your child's favorite book s. Focus your child's attention on books by pointing to words and pictures as you read. Provide a variety of materials to encourage drawing and scribbling e. If you have concerns about your child's speech and language development or emergent literacy skills, please contact a certified speech-language pathologist.
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In Process and Acquisition of Written Language , 49— Part 2 , — Berman, Ruth A. Part 1 , 1— In Precursors of Functional Literacy , — Segers, Eliane and Ludo Verhoeven. Stoep, Judith, Joep T. In Precursors of Functional Literacy , 3. Severing, Ria and Ludo Verhoeven. In Narrative Development in a Multilingual Context , In Narrative Development in a Multilingual Context , 1. In Writing Development: An interdisciplinary view , In Pidgins and Creoles: An introduction , 65— In Functional Literacy: Theoretical issues and educational implications , In Functional Literacy: Theoretical issues and educational implications , 3.
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The purpose of this volume is to present recent research in the field of the acquisition of functional literacy and its precursors. The volume aims to capture the. A multi-disciplinary series presenting studies on written language, with special research in the field of the acquisition of functional literacy and its precursors.
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Do maternal interaction and early language predict phonological awareness in 3 to 4 year olds?