The Alphabetic Principle and Concept of Word in Text: Two Priorities for Learners in the Emergent Stage of Literacy Development

Autor/inn/en	Gehsmann, Kristin M.; Mesmer, Heidi Anne
Titel	The Alphabetic Principle and Concept of Word in Text: Two Priorities for Learners in the Emergent Stage of Literacy Development
Quelle	In: Reading Teacher, 77 (2023) 2, S.156-166 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gehsmann, Kristin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2225
Schlagwörter	Emergent Literacy; Beginning Reading; Early Reading; Phonological Awareness; Alphabets; Initial Teaching Alphabet; Perception; Beginning Writing; Preschool Education; Kindergarten; Grade 1; Phonemic Awareness; Young Children; Early Experience; Reading Instruction; Reading Strategies; Writing Instruction; Writing Strategies + Suchen Sie Ihr Suchwort? Frühleseunterricht; Erstleseunterricht; Frühlesen; Buchstabenschrift; Wahrnehmung; Erstschreibunterricht; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; Frühe Kindheit; Frühbeginn; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Schreibunterricht; Schreibtechnik
Abstract	This article addresses the characteristics of learners in the emergent stage of literacy development and describes two instructional practices that facilitate the development of the alphabetic principle and concept of word in text. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01