Prevention rather than Intervention: Translating research into Educational Practice in the Early Years
Dr Janelle Patricia Young.
For more than a decade researchers have described how young children ‘grow into literacy’ as they interact with others and participate in everyday literacy practices. Despite these findings, not all teachers measure or systematically observe young children’s literacy understandings as they commence school. A second body of research shows how young children’s understandings about literacy in the prior-to-school period relate significantly to later literacy achievements and yet intervention rather than prevention strategies are still practised. This paper addresses findings of a longitudinal study of the literacy development 113 young children from preschool to the end of the first year in primary school. Distinct patterns of emergent literacy were shown and predictors of later literacy achievement highlighted. Implications for prior-to-school programs and teaching and assessment processes in the early years of primary school are drawn.
Dr Janelle Patricia Young (Australia)
Lecturer in Education
Faculty of Education
Australian Catholic University
(30 min. Conference Paper, English)