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Language's Vanishing Act in Early Literacy Education

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Bibliographic Details
Title: Language's Vanishing Act in Early Literacy Education
Language: English
Authors: Hruby, George G.
Source: Phi Delta Kappan. Feb 2020 101(5):19-24.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: N
Page Count: 6
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Emergent Literacy, Language Arts, Language Acquisition, Literacy Education, Comprehension, Language Skills, Oral Language, Decoding (Reading), Child Development, Reading Skills, Phonics, Reading Difficulties, Reading Instruction, Cognitive Ability, Knowledge Level
DOI: 10.1177/0031721720903823
ISSN: 0031-7217
Abstract: Current conversations about children's literacy have focused on the need for more phonics and decoding instruction and have sidelined the importance of children's language development, argues George Hruby. Language development involves more than the ability to decode written language. The ability to understand the meaning of those words is also important, and poor outcomes on reading assessments are not necessarily evidence of poor decoding skills. Hruby posits that comprehension follows a recursive trajectory that he calls ELIK in which students' linguistic environment affects their language abilities which affects their intellectual growth, which affects their knowledge. Against this backdrop, a lack of attention to linguistic environment is an issue of equity, with children who grow up in less literacy-rich environments coming into school at a disadvantage.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1241738
Database: ERIC
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Abstract:Current conversations about children's literacy have focused on the need for more phonics and decoding instruction and have sidelined the importance of children's language development, argues George Hruby. Language development involves more than the ability to decode written language. The ability to understand the meaning of those words is also important, and poor outcomes on reading assessments are not necessarily evidence of poor decoding skills. Hruby posits that comprehension follows a recursive trajectory that he calls ELIK in which students' linguistic environment affects their language abilities which affects their intellectual growth, which affects their knowledge. Against this backdrop, a lack of attention to linguistic environment is an issue of equity, with children who grow up in less literacy-rich environments coming into school at a disadvantage.
ISSN:0031-7217
DOI:10.1177/0031721720903823