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Learning to read
is the most important academic skill children acquire. Michigan
Association for the Education of Young Children believes
that appropriate early literacy experiences are critical for children's
reading success.
Quality
early literacy experiences, including both formal and informal
instruction, develop speaking, listening, reading and writing skills.
Early literacy experiences are different depending on each child’s
needs and stage of development. Appropriate literacy activities
used in a first grade classroom are different than those used
with younger
children.
We believe that:
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Literacy
development begins at birth.
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Oral
language is a critical early literacy skill. |
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Children
need many informal language, reading and writing experiences
prior to the beginning of formal literacy instruction. |
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Children
need a variety of literacy activities provided in a planned
and progressive approach by knowledgeable adults. |
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Children
develop at different rates and therefore learn to read at different
rates. |
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The
purpose of reading is obtaining meaning from print.
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Reading
is a complex process |
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There
is no single teaching method or combination of methods that
can successfully teach all children to read. |
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When
ready for formal reading instruction, children need programs
that include instruction in both the mechanics of reading and
comprehension strategies. |
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Children
must learn to read and write competently so they can participate
and achieve in all academic activities. |
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Instruction
decisions must be made by teachers based upon their knowledge
of current research, child development, and individual children’s
strengths and needs. |
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Schools,
early childhood programs, families and communities share responsibility
for children’s success in learning to read and write. |
Michigan Association for the Educaiton
of Young Children
4572 S. Hagadorn Rd, Suite 1D
East Lansing, MI 48823
800-336-6424
www.MiAEYC.org
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