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This needs to be role modeled by the peers and adults with whom the young child comes in contact. When children observe this strong positive interest in learning, be it through reading books, playing word games, telling stories or many other activities, they will surely follow suit. First, they have an innate desire to learn. Second, they want their actions to receive a positive reaction. Third, more than anything, they want the people they love and respect to return these feelings. From the moment a baby is born, it will be aware of the facial and body language communicated by others with whom it interacts. It is thus never too early to begin the literacy process.
References
Adams, M.J. (1998). The Three-Cueing System. In F. Lehr and J. Osborn (Eds.), Literacy for All Issues in Teaching and Learning, pp. 73-99. New York Guilford Press.
Brewer,.W.F. 2000. Bartlett's Concept of the Schema and Its Impact on Theories of Knowledge Representation in Contemporary Cognitive Psychology. In Bartlett, Culture and Cognition, ed. Akiko Saito. Hove, England.: Psychology Press.
Burns,...
(1999). Teaching reading in today's elementary school Boston: Houghton Mifflin.
Cooper, J., D. (1997). Literacy: Helping children construct meaning Boston: Houghton Mifflin
Hiebert, E.H., Pearson, P.D., Taylor, B.M., Richardson, V., & Paris, S.G. (1998). Every child areader: Applying reading research in the classroom. Ann Arbor, MI: University of Michigan.
Porter, K. Pre-reading strategies. Retrieved March 13, 2008. http://departments.weber.edu/teachall/reading/prereading.html#SchemaTheory
Rosenblatt, Louise M. (1968) Literature as exploration New York: Noble and Noble,
Teale, W.H., & Sulzby, E. (1996). Emergent literacy: New perspectives. In R. Robinson, M. McKenna, & J. Wedman (Eds.), Issues and trends in literacy instruction (pp. 139-143). Boston: Allyn & Bacon.
Wood, F.B., Flowers, L., and Grigorenko, E. (2001). On the functional neuroanatomy of fluency or why walking is just as important to reading as talking is. In M. Wolf (Ed.), Dyslexia, fluency, and the brain. Timonium: York Press.
References
Adams, M.J. (1998). The Three-Cueing System. In F. Lehr and J. Osborn (Eds.), Literacy for All Issues in Teaching and Learning, pp. 73-99. New York Guilford Press.
Brewer,.W.F. 2000. Bartlett's Concept of the Schema and Its Impact on Theories of Knowledge Representation in Contemporary Cognitive Psychology. In Bartlett, Culture and Cognition, ed. Akiko Saito. Hove, England.: Psychology Press.
Burns, P.C., Roe, B.D., & Ross, E.P. (1999). Teaching reading in today's elementary school Boston: Houghton Mifflin.
Cooper, J., D. (1997). Literacy: Helping children construct meaning Boston: Houghton Mifflin
Porter, K. Pre-reading strategies. Retrieved March 13, 2008. http://departments.weber.edu/teachall/reading/prereading.html#SchemaTheory
Education - Theory Adult Education Theories Adult educations philosophies are fashioned in order to scope and characterize the process of individual educators. Teaching adults is way more sophisticated than teaching children due to a difference in life contexts. Consequently, adult education philosophies are essential in terms of directing and assisting both adult learners and educators. It conceptualizes and clarifies adult's behaviors and thoughts when they are in the learning environment. Adult learners
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