During Early Literacy Development the child / learner develop introductory or preceding skills in written language awareness such as:
- writing concepts,
- word concepts and
- alphabetic knowledge (Justice & Ezell, 2004:186).
These skills are mainly acquired during the reading of storybooks.
With increasing attention to letters the child / learner experience the following milestones of the functions of letters:
- the use of letters arranged in different ways,
- the different shapes of letters,
- combinations of letters that form words and
- decoding of words.
Reading is divided into two parts:
- decoding and
Decoding refers to:
- the look and sound of the letter,
- how the letter is written and
- how it is combined with other letters and recognized.
Comprehension relies on:
- verbal and
- visual language comprehension (Gough en Tunmer 1986:7).
Gough, P. B. & Tunmer, W. E. 1986. Decoding, reading, and reading disability. Remedial and Special Education, 7:6-10.
Justice, L. M. & Ezell, H. K. 2004. Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech and Hearing Services in Schools, 35:185-193.