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Descriptions of language and literacy interactions in early childhood education indicate the balanced
transfer of language information to varied literacy settings. Therefore, language skills are evidently
transferred to literacy activities with creativity and intellectual challenge.
She described that children first try to make sense of situation, then use their knowledge to make sense
of what has been said to them. Children bring and use their home literacy as they enter formal
preschool learning and that they apply their knowledge of language, language skills to listening and
speaking, reading and writing activities.
Story reading provides various encounters with language from which children can build their data pool.
Children can memorize familiar stories that can join in adult reading or shared reading.
Story reading is an immersion to literacy. Through a story, children learn about language – new words,
new syntactic words, meanings and ways of organizing discourse (Dombay, 1988). Similarly, reading
aloud enriches vocabulary and sense of story.
• Temple Nathan, Temple and Burris (1988) described writing of emergent learners as something
that cannot be deciphered easily but does demonstrate their knowledge about letters and in
some cases, sound – letter relations. Their writing usually illustrates pseudo – letters and joined
– up writing of which loops, circles, vertical lines are all linked together, to express their ideas.
• Differentiated Instruction
• To support the development of emerging learners, the teacher must create stories through
socio-dramatic play. Roskos (1988) recognized the significant relation between dramatic play
and early literacy enumerated below: