Literacy skills development in early childhood and first-grade classrooms

Abstract

Literacy development is affected by several factors exerting an influence long before school entrance. The language and the cognitive basis of children’s literacy development has been well documented. However, it is also recognised that the home literacy environment and teachers’ instructional practices play an important role in developing literacy skills and children’s interest in reading. The highquality classroom interactions described by emotionally supportive relationships in a well-organised classroom are of particular importance for children’s reading skills development and motivation, especially among children at risk for reading difficulties. The present article attempts to describe the development of emergent literacy skills of young children and how to support their literacy skills development in early school years.