| Title: |
Language's Vanishing Act in Early Literacy Education |
| Language: |
English |
| Authors: |
Hruby, George G. |
| Source: |
Phi Delta Kappan. Feb 2020 101(5):19-24. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
N |
| Page Count: |
6 |
| Publication Date: |
2020 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Descriptors: |
Emergent Literacy; Language Arts; Language Acquisition; Literacy Education; Comprehension; Language Skills; Oral Language; Decoding (Reading); Child Development; Reading Skills; Phonics; Reading Difficulties; Reading Instruction; Cognitive Ability; Knowledge Level |
| DOI: |
10.1177/0031721720903823 |
| ISSN: |
0031-7217 |
| Abstract: |
Current conversations about children's literacy have focused on the need for more phonics and decoding instruction and have sidelined the importance of children's language development, argues George Hruby. Language development involves more than the ability to decode written language. The ability to understand the meaning of those words is also important, and poor outcomes on reading assessments are not necessarily evidence of poor decoding skills. Hruby posits that comprehension follows a recursive trajectory that he calls ELIK in which students' linguistic environment affects their language abilities which affects their intellectual growth, which affects their knowledge. Against this backdrop, a lack of attention to linguistic environment is an issue of equity, with children who grow up in less literacy-rich environments coming into school at a disadvantage. |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Accession Number: |
EJ1241738 |
| Database: |
ERIC |