Timing and Factors of Literacy Development in Children

Posted on May 1, 2024 in Psychology and Sociology

TIMING OF LITERACY DEVELOPMENT: VARIOUS THEORIES

Maturation Theory (Piaget)

This theory emphasizes the role of psychobiological development in a child’s readiness for literacy. It suggests that certain characteristics and a maturing process are necessary before a child can successfully learn to read and write. Anticipating literacy instruction before a child is ready can lead to language problems, comprehension difficulties, character disorders, and learning disabilities like dysgraphia and dyslexia.

Diagnosis of maturity can be done through direct observation using established guidelines and checklists. Diagnostic tests like the BADIMALE (Drums diagnosed with reading readiness) or ABC Test Filho can also be used.

  • BADIMALE (André Inizan & Santiago Molina): Assesses perceptual-term memory, auditory and motor organization, spatiotemporal vocabulary, motor coordination, and laterality.
  • ABC Test (Laurenco Filho): Evaluates visual-motor coordination, motor-auditory-visual and auditory-memorizing capability, pronunciation, vocabulary, and resistance to fatigue.
  • Reversal Test (Ake W. Edfeldt): Measures auditory perception and handling of graphical tools.

Behaviorist Theory (Bruner, Bloom)

Behaviorists believe in early learning and emphasize the importance of finding the optimal time to start literacy instruction. They suggest dissociating reading and writing processes, allowing children to express themselves through writing before formally learning to read.

Naturalist Theory

Naturalists advocate for teaching literacy as needed and with joy, similar to the acquisition of oral language. They believe children should learn to read and write when they show interest and motivation.

The scientific debate on the best approach to literacy development continues, with various schools of thought based on research and practice. The current educational approach encourages freedom of action within agreed-upon guidelines.

FACTORS INFLUENCING LITERACY ACQUISITION AND DEVELOPMENT (ALDE)

Neuropsychological Factors

  • Sensory and perceptual acuity, including visual and phonological discrimination.
  • Ability to integrate different bodily functions involved in the process.
  • Laterality and cerebral dominance.
  • Guidance and structuring of space and time.

Language Factors

Development of oral expressive skills (mastery of pronunciation) is crucial for accessing written language.

Intellectual Factors

  • Sufficient development of general intelligence and analytical skills.
  • Proper use of cognitive processes, including divergent-convergent thinking and critical thinking.

Socio-Environmental Factors

Economic and social stimulation within the family and community can influence the timing and success of literacy development.

Emotional Factors

Personality and emotional stability play a role in the maturation process and a child’s ability to learn.

CONSIDERATIONS FOR LITERACY DEVELOPMENT

  1. All stakeholders in early childhood education (parents, educators, agencies, society) should recognize the importance of literacy development for future success.
  2. Parents, as primary educators, should provide early stimulation through playful, multisensory activities.
  3. Teachers should create a literacy-rich environment with multiple learning opportunities and promote sensory, linguistic, emotional, social, and intellectual development.
  4. Children should learn at their own pace, discover the purpose of reading, and feel a genuine need to express themselves in writing.
  5. Teachers should use age-appropriate methodologies for reading and writing instruction when the child is ready.

PEDAGOGICAL FACTORS IN LITERACY TEACHING

Advance Preparation

Learners should have developed fine motor skills and mental readiness before beginning formal literacy instruction.

Progression in Learning

Instruction should follow the child’s evolutionary development, starting with simple activities and materials and gradually increasing difficulty while decreasing support.

Various approaches exist for teaching letters:

  • Phonetic difficulty (Braslavsky): Start with vowels and then consonants.
  • Chart difficulty (Malhauser): Start with straight lines and then curves.
  • Combined phonetic-graphic difficulty (Feldman): Combine phonetic and graphic difficulty.
  • Frequency of use or “factor productivity” (Neijs): Start with letters that appear most frequently in the language.

Finalization

Exercises should provide an appropriate level of challenge to avoid errors at each stage of learning (Levin’s levels).