MODULE 3

Emergent Reader and

Emergent Writer
OVERVIEW
The lesson provides the factors that influence the
developmental of an emergent reader and the factors
determining the development of an emergent writer.
Additionally, the important of the stages of the reading process and
stages of writing development to further understand the literacy
behaviour of young readers and young writers.

OBJECTIVES
• Describe an emergent reader and emergent writer
• Identify the stages of the reading process and stages of
writing development.
• Give the different views about reading and writing.

PRE-TEST
1. Make your own definition about reading and writing?
(5 pts.)
2. What is the important of reading and writing? (5 pts.)
3. Why is it writing is always related to reading? (5 pts.)

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Module 3 – Emergent Reader and Emergent Writer

CONTENT

Emergent Reader and Emergent Writer

Emergent Reading pertains to the first stage in a child’s growth

towards literacy. Particularly, this page relates to the beginning experiences or
the child’s first experiences with print in the home and continuous through
early years of formal schooling. However, this reading behaviour does not
begin at a particular age but emerges continually, thus the term called
Emergent Reading.

Harris and Hodges (1981) refer to this period of acquiring the specific
skills and abilities that allow reading to take place as preparedness or reading
readiness.

Stages of the Reading Process

Marie Clay (1991) and Fountas and Pinnell (2001) have noted five
main stages of literacy development that relate to both reading and writing.

Stage 1 – Emergent Readers

The age of emergent readers generally ranges from 2 to 7 years old. They
begin to familiarize themselves with the concept of print related to
directionality, one-to-one correspondence between the spoken and written
words, and the value of picture clues to the meaning of a story. They also
develop an understanding that the printed word carries the main meaning of a
story. They begin to make text-to-world connections and maybe able to
extend on what is written on the page.

Stage 2 – Early Readers

Picking up from the concepts attain as an emergent reader, early readers now
begin to rely more heavily on the printed text than on the pictures in a book.
Most often, they begin to develop word recognition strategies such as
monitoring, searching, crosschecking, and self-correction. 5 to 7 years old.

Stage 3 – Transitional Readers

Transitional Readers make the leap into fluent reading as they are generally
able to read in meaningful phrases with comfortable pace and appropriate
voice intonation. 5 to 7 years old.

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Module 3 – Emergent Reader and Emergent Writer

Stage 4 – Extending Readers

Readers progress into reading independence in the fourth developmental

stage. The often read a variety of textual genres and use reading as a tool for
gaining new knowledge or building upon existing knowledge. These types of
readers are able to read more complex text and begin to read for a variety of
purposes. 6 to 9 years old.

Stage 5 - Advance Readers

Advance readers are those readers who have attained a level of mastery with
reading. They are generally the age of 9 a

Table 5. Factors that influence the Development of an Emergent Reader

Perceptual Oral Cognitive Affective Home

Factors Language Factors Factors Environment
Factors Factors
• Developed • has a great • conscious • shows • has access
sensory skills deal of oral understandin strong to print
and visual language g about involvement materials
and auditory language in being read
discrimination •has well- to • has parents
developed •has who are
• Left to right aural/ oral emerging • has a great habitual
eye language ability to think deal of time readers
progression skills and interest themselves
• uses trial in reading
• Stimulated •uses and error to • has social
awareness descriptive discover new • enjoys interaction
and language things reading aloud with parents
manipulation and peers
of objects/ • expanding • can retell
toys memory stories • has
actively pleasant
• Emulates • Imaginative environment
adult reading or creative for reading
behaviour

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 Module 3 – Emergent Reader and Emergent Writer

Characteristic of an Emergent Writer

Gundlach (1985) familiar writing situations and real life writing experiences are
evident in the home environment as modelled by the parents and even by other
family members. Their Emergent Writing is characterized by playful markings to
communicate something, which signals their knowledge of the uses of written
language before learning the form. Dyson (1986); Parker (1983), which signals the
simultaneous reconstructions of their knowledge about written language. Bissex
(1980) and Read (1975) describe writing a self-initiated and self-directed or
voluntary, by observing more skilled others and by participating in literacy events, by
exploring and learned writing through interaction with literate others.

Stages of Writing Development

Based on the results of a longer study about children’s early attempts to writing, Sulzby
(1985) along with Barnhart and Heisma identified six broad categories of writing: 1)
writing via drawing, 2) writing via scribbling, 3) writing via making letter like forms, 4)
writing via reproducing well learned units, 5) writing via invented spelling, and 6) writing
via conventionall spelling.

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Module 3 – Emergent Reader and Emergent Writer

Table 6. Factors Determining the Development of an Emergent Writer

Home environment
Physical Language Cognitive Affective

•Drawing • writing like • practicing • enjoys • has considerable

• scribbling from left sounds aspects of writing writing for exposure to writing
to right • letter • constructing his himself events of adults
• making letter like sequences own writing • impresses • involvement in adult
forms • writing his own • integrating parents writing
• making shapes name knowledge of through his • social functions of
that resembles • invented shapes and lines writing like writing are evident in
letters spelling to produce a letter activities the home
• producing letters in •copying letters or a number • emulates • appreciation for
long or shorts and numbers •using knowledge adult writing early attempts of
strings • copying logos of shapes and • finds writing
• producing letters and signs lines to draw pleasure in • supported interest in
randomly • labelling objects or receiving writing by providing
• markings on objects drawn characters greeting writing and drawing
papers, walls. •labelling or • using knowledge cards from materials
• moving pencil as naming of lines and adults
an adult does. characters strings to produce • is
• holding crayons, drawn a word encourage to
pens •not properly involve in
• tracing, sequenced adult writing
• copying spelling
• invented spelling

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 Module 3 – Emergent Reader and Emergent Writer

DEVELOPMENTAL ACTIVITY
Brain Exercise:
Mark the important word that related to this lesson.

Emergent Reader & Emergent Writer.

ER A B C D E F X Y Z A B
M W E D Y S O N C A C A
I
E T R A N S I T I O N A
L
R T A I D J C L A Y X Z
I
G C A C T I T R A C I N
G
E A R L Y I N R I C A R
D
NH A R R X N G I B O E H
TR E A D E R G O N A N G

POST- TEST

Test I. Complete the sentence.

1. ______ it is pertains to the first stage in a child’s growth towards literacy.

2. According to ______ and _______ 3. (1981) refer to this period of acquiring the
specific skills and abilities that allow reading to take place as preparedness or
reading readiness.

4. ______ 2 to 7 years old. They begin to familiarize themselves with the concepts of
print related to directionality, one-to-one correspondence between the spoken and
written word and value of pictures clues to the meaning of a story.

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Module 3 – Emergent Reader and Emergent Writer

5. _______ are those readers who have attained a level of mastery with reading. They
are generally over the age of 9 above.

6. _______ is characterize by playful markings to communicate something, which

signals their knowledge of the uses of written language before learning the form.

7. ________ 1986, ________ 8. 1983, which signal the simultaneous reconstruction of

their knowledge about written language.

9. _______ 1980 and Read (1975) describe writing as self-initiated and self-directed or
voluntary, by observing more skilled others and by participating in literacy events, by
exploring and learned writing through interactions with literate others.

Test II.

10-15: Give the six stages of writing development.

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 Module 3 – Emergent Reader and Emergent Writer

KEY – TO – CORRECTION

Developmental Activity

Brain Exercise:

Reading Reader
Dyson Writing
Transitional Emergent
Clay Early
Tracing

Post- Test:

Test I. Complete the sentence.

1. Emergent Reading
2. Harris
3. Hodges
4. Emergent Readers
5. Advanced Readers
6. Emergent Writer
7. Dyson
8. Parker
9. Bissex

Test II.
10-15: Give the six stages of writing development.
Answer:

1. Writing via drawing

2. Writing via scribbling
3. Writing via making letter like forms
4. Writing via reproducing well-learned units
5. Writing via invented spelling

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Module 3 – Emergent Reader and Emergent Writer

6. Writing via conventional spelling

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