BUILDING UP THE COMPONENT FRAMEWORK FOR EMERGENT LITERACY AT PRESCHOOL STAGE
UED Journal of Social Sciences, Humanities and Education,
Vol. 6 No. 2 (2016): UED JOURNAL OF SOCIAL SCIENCES, HUMANITIES AND EDUCATION
Originating from different perspectives, researches on child language development still show a lack of consistency in describing the system of distinctive components that characterize emergent literacy. In this paper, with the retrospective method, the author builds up a theoretical framework, elucidates the concept of emergent literacy, thereby proposing a component framework for emergent literacy at preschool stage in the view of approaching emergent literacy components and corresponding to the competence-oriented teaching and learning. Those components includeprint and interest and motivation, oral language ability, knowledge about books, metalinguistic knowledge and real-life experience, print awareness and prewriting skills.
 Phan Lan Anh (2010), “Trò chơi với sự phát triển khả năng tiền đọc viết của trẻ mầm non”, Tạp chí Giáo dục, Số 230, tr 30 – 32.
 Cynthia Delman (2010), “Review: Emergent literacy and Language Development: Promoting Learning in Early Childhood”, International Journal of Language – Communication Disorders, Vol 45, No 6, p 705.
 Grover J. Whitehurst and Christopher J. Lonigan (1998), “Child Development and Emergent Literacy”, Child Development, Volume 69, Number 3, p 848 – 872.
 Paula M. Rhymer (2009), Emergent literacy and Language Development: Promoting Learning in Early Childhood, NewYork and London: Guildford Press.
 Đinh Hồng Thái (2014), Giáo trình Phát triển khả năng tiền đọc viết tuổi mầm non theo hướng tích hợp, Nhà xuất bản Giáo dục Việt Nam.
 Vicky Zygouris – Coe (2001), Emergent Literacy, Florida Literacy and Reading Excellence (FLaRE) Center University of Central Florida College of Education.
 Francis Wardle (2006), “Promoting Development through Emergent Literacy”, EarlyChildhood NEWS,http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID-215