This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive and ground-breaking work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - Space and literacy - Disabilities and early childhood literacy - Digital literacies - Indigenous literacy - Play and literacy - Policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy, including perspectives; literacy in families, communities and cultures; making meaning; literacy in preschool settings and schools, and various research methodologies. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. This Handbook is essential for BA QTS students; MEd in Literacy students; PhD students; undergraduate, postgraduate and CPD students; researchers, and literacy-centre personnel. Anyone involved in Early Years education and teaching reading and writing will find it illuminating.
Chapter 22: Early Reading Development
Early Reading Development
Written language is one of the supreme achievements of human beings. It has enabled our ability to communicate over distances, to record history, to analyse at new depths, and to create new artistic forms. It is a cultural invention that in turn has had profound cultural and social effects. The creation of alphabetic written language was a highly significant development. All alphabets were originally derived from the Semitic syllabaries of the second millennium. The developments from both Greek script and the Roman alphabet can be seen in the use of the Latinised form of the first two letters of the Greek alphabet in the word itself, ‘alphabet’. Alpha was derived from the Semitic ‘aleph’ and ‘beta’ from ‘beth’ ...