Abstract
Too often young children are hurried into formal academic tasks before they are ready. This push for abstract reading and writing skills in early childhood settings can actually inhibit young children's language development. However, teachers who allow children to naturally acquire reading and writing provide a print-rich environment that encourages experimentation with language.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Aldridge, J., & Rust, D. (1987). A beginning reading strategy.Academic Therapy, 22(3), 323–326.
Clay, M. (1975).What did I write? Exeter, NH: Heinemann Educational Books.
Cloer, T., Aldridge, J., & Dean, R. (1981/1982). Examining different levels of print awareness.Journal of Language Experience, 4 (1&2), 25–33.
Ferreiro, E., & Teberosky, A. (1979)Literacy before schooling. Exeter, NH: Neinemann Educational Books.
Harris, J., & Aldridge, J. (1984). The learning center: Pick some p's to perk your reading program.Academic Therapy, 19(4), 443–446.
McClure, A. (1985). Predictable books: Another way to teach reading to learning disabled children.Teaching Exceptional Children, 17(4), 267–273.
Stice, C.F. & Waddell, J. (1987) Nurturing the emergent writer.Dimensions, 15(2), 4–8.
Temple, C., Nathan, R., & Burris, N. (1982).The beginnings of writing. Boston: Allyn & Bacon.
Veatch, J., Sawicki, F., Elliott, G., Barnette, E., & Blakey, J. (1979).Key words to reading: The language experience approach begins. Columbus, OH: Merrill.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Aldridge, J., Rust, D. Young children teach themselves to read and write. Early Childhood Educ J 15, 29–31 (1987). https://doi.org/10.1007/BF02361548
Issue Date:
DOI: https://doi.org/10.1007/BF02361548