Preschool First And Second Language Learners
Preschool First And Second Language Learners
The implementation of recommendations in preschool classrooms can take place by use of conventional literary skills. Such skills include oral reading fluency, reading comprehension, decoding, spelling as and writing. Literary practices make use of such skills, and they are essential components of literacy. The application of such skills ought to take place for children from birth up to the age of five. Such would enable the students in preschool classrooms to have string relationship with conventional literary skills ate later stages.
There exist questions with regard to preschool English learners. Such questions include; what skills and competencies do young children posses that can predict later writing, reading and spelling outcomes? There also needs to be a focus on which programs and instructional practices promote or inhibit gains in children’s skills. Another question is what settings and surroundings contribute or inhibit gains in the ability of children in literacy skills? What child characteristics contribute or hinder gains in children’s skills and abilities and have a connection to later outcomes in spelling, reading and writing?
There are various measures available for use in order to enhance language and literary needs of English preschool learners. One of the measures includes interventions that teach children skills in relation to the alphabetic code. Another aspect would be to have share dreading interventions. These are interventions that involve reading books of interest to children. Such a strategy would encourage various forms of reader-child interactions in relation to the reading area. The other strategy would be to have parent and home programs. This would entail having parents as agents of intercession by teaching them instructional procedures to use with their children. National Institute of Child Health & Human Development. (2000).
Reference:
National Institute of Child Health & Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington, DC: U. S. Government Printing Office.
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