CRITICAL RESPONSE 3
Chapter3 of theBest practices in literacy instructiondiscusses the best practices in early literacy for preschool, firstgrade and kindergarten (Morrow & Gambrell, 2011). The authors ofthe chapter respond to the controversy on informal early literacy forearly childhood education. They analyze when it is appropriate forchildren to begin literacy instruction and demonstrate how to makelearning impactful. The chapter is didactic and offers theinstructors with a wide range of knowledge with regard to literacydevelopment in children. Several theories and a literacy instructionmodel have been provided in the chapter.
Theauthors support early literacy development for future academicachievement. The presented theories can help teachers greatly inimproving early literacy skills. However, the theories do not caterfor individual needs. Children of the same age may have differingcognitive capabilities, which the authors have failed to look into.The authors have also failed to put into account the importance oflanguage development in relation to literacy development. Theyemphasize on literacy development and failed to put intoconsideration language development, which is equally important. Eventhough it is expected that children should have an average cognitivedevelopment, some tend to have severe delay in language and cognitivedevelopment.
Further,I feel that the early literacy development is overemphasized. It istrue that it is important for school preparation however, there areother factors to be considered other than early literacy development.For instance, language development is critical and should beconsidered when implementing the curriculum for early literacyprograms. Therefore, the theories of early literacy developmentshould include other aspects necessary for early childhood education.
Morrow,L. M., & Gambrell, L. B. (2011). Bestpractices in literacy instruction.New York: Guilford Press.