Berita ini telah tayang pertama kali di JurnalPost dengan judul Early Literacy: Building the Foundations for Reading and Writing
Oleh: Windi Dwi Andika, Najlatul Fatiyah, Novi Arini Qonita, Lisdan Agave Mastiur Hutagalung, Intan Ari Pandini, Atikasari Amelia
Abstract
Early literacy is a critical developmental phase that lays the groundwork for lifelong reading and writing proficiency. This article explores the multifaceted nature of early literacy, emphasizing the cognitive, linguistic, and socio-emotional skills that underpin successful literacy acquisition. Through a comprehensive literature review, it examines effective strategies, environmental influences, and pedagogical approaches that foster early literacy development in young children. The discussion highlights the importance of interactive reading, vocabulary exposure, phonological awareness, and supportive home and classroom environments. By synthesizing findings from recent studies, this article underscores the need for intentional, evidence-based interventions to ensure equitable literacy outcomes for all children, particularly those from disadvantaged backgrounds.
Keywords: Early literacy, Phonological awareness, Vocabulary development, Reading foundations, Socio-emotional skills.
INTRODUCTION
Early literacy encompasses the foundational skills and experiences that enable young children to become proficient readers and writers. These skills, which include phonological awareness, vocabulary knowledge, print awareness, and emergent writing, are developed through interactions with caregivers, educators, and the environment. The significance of early literacy lies in its predictive power for later academic success; children who acquire strong literacy foundations before formal schooling are better equipped to navigate the complexities of reading and writing (Jones & Christensen, 2022). Moreover, early literacy is not merely a cognitive endeavor but a socio-emotional and cultural process shaped by family dynamics, socioeconomic factors, and educational opportunities.
The importance of early literacy has been a focal point in educational research, with studies consistently demonstrating that early interventions can mitigate achievement gaps, particularly for children from disadvantaged backgrounds (Hannon, Nutbrown, & Morgan, 2020). As literacy demands in modern societies grow increasingly complex, ensuring that all children develop robust foundational skills is a pressing educational priority. This article aims to provide a comprehensive overview of early literacy development, drawing on a synthesis of recent literature to explore key components, effective strategies, and the role of environmental and instructional factors (Hayes, 2025). By examining the interplay of cognitive, linguistic, and socio-emotional domains, this discussion seeks to offer insights for educators, policymakers, and families committed to fostering early literacy.
The scope of this article is deliberately broad, addressing the theoretical underpinnings of early literacy, empirical findings from recent studies, and practical implications for implementation in diverse settings. It is grounded in the understanding that literacy development begins long before formal schooling and is shaped by a constellation of factors, including home literacy environments, teacher training, and access to resources (Center, 2020). Through a literature-based methodology, this article synthesizes findings from key texts and journal articles published between 2020 and 2025, ensuring a contemporary perspective on this dynamic field. The following sections outline the methodology, provide an in-depth discussion of early literacy components and strategies, and conclude with recommendations for practice and future research (Barratt-Pugh & Rohl, 2020).
METHODS
This article employs a literature review methodology, focusing exclusively on studies and texts published between 2020 and 2025 to ensure relevance and currency. The selection of sources was guided by their alignment with early literacy development, particularly those addressing foundational skills such as phonological awareness, vocabulary, and emergent writing. Key texts include Constructing Strong Foundations of Early Literacy by Jones and Christensen (2022), Teaching Literacy Foundations by Murphy (2023), and Language, Literacy and Communication in the Early Years by Hayes (2025). Journal articles, such as those by Teale, Whittingham, and Hoffman (2020) and Birgisdottir, Gestsdottir, and Geldhof (2020), were selected for their empirical rigor and focus on early literacy predictors and interventions.
The review process involved a systematic analysis of each source to identify recurring themes, evidence-based strategies, and gaps in the literature. Sources were categorized based on their focus, such as cognitive development, socio-emotional influences, or pedagogical approaches. This categorization facilitated a structured synthesis of findings, ensuring a comprehensive exploration of early literacy’s multifaceted nature. The methodology prioritized studies that offered insights into diverse populations, including children with disabilities and those from disadvantaged backgrounds, to address equity in literacy outcomes (Erickson & Koppenhaver, 2020). By relying solely on published literature, this review maintains an objective and scholarly approach, avoiding primary data collection to focus on synthesizing existing knowledge.
DISCUSSION
The Cognitive Foundations of Early Literacy
Early literacy development is deeply rooted in cognitive processes that enable children to decode, comprehend, and produce language. Phonological awareness, the ability to recognize and manipulate the sounds of spoken language, is a cornerstone of reading acquisition. Research indicates that children who develop strong phonological skills by age five are significantly more likely to become fluent readers (Jones & Christensen, 2022). Activities such as rhyming games, syllable clapping, and phoneme segmentation are critical for fostering this awareness, as they help children internalize the sound structures of language. These activities are most effective when integrated into playful, interactive contexts that maintain children’s engagement.
Vocabulary knowledge is another critical cognitive component, serving as a bridge between oral language and reading comprehension. Children with larger vocabularies are better equipped to understand texts, as they can draw on a broader repository of word meanings (Hayes, 2025). Studies suggest that explicit vocabulary instruction, combined with repeated exposure to words in meaningful contexts, significantly enhances early literacy outcomes. For example, interactive book reading, where caregivers pause to explain unfamiliar words, has been shown to boost vocabulary acquisition in preschoolers (Center, 2020). This strategy is particularly effective when tailored to children’s developmental stages and cultural backgrounds, ensuring relevance and accessibility.
Socio-Emotional Influences on Literacy Development
Beyond cognitive skills, socio-emotional factors play a pivotal role in early literacy. A child’s motivation to read, sense of self-efficacy, and relationships with caregivers and educators profoundly influence their literacy journey. Hannon, Nutbrown, and Morgan (2020) found that children from disadvantaged families who participated in family literacy programs exhibited greater confidence and engagement in reading activities. These programs often involve parents in shared reading and writing activities, fostering a supportive home literacy environment that reinforces school-based learning.
The emotional bond between children and caregivers during literacy activities, such as bedtime story reading, also enhances motivation and comprehension. This bond creates a safe space for children to explore language and take risks in their learning (Barratt-Pugh & Rohl, 2020). For children with significant disabilities, socio-emotional support is even more critical, as it helps overcome barriers to engagement. Erickson and Koppenhaver (2020) emphasize the importance of individualized literacy instruction that builds on children’s strengths and interests, ensuring that all learners feel valued and capable.
Pedagogical Approaches and Environmental Factors
Effective pedagogical approaches are essential for translating cognitive and socio-emotional insights into practice. A balanced approach to literacy instruction, which combines explicit teaching with opportunities for exploration, is widely endorsed in the literature (Center, 2020). For example, teaching letter-sound correspondences alongside story-based activities allows children to develop both decoding skills and a love for reading. Teachers play a central role in this process, requiring professional development to implement evidence-based strategies effectively (Murphy, 2023).
The classroom environment also significantly impacts literacy outcomes. Access to diverse, high-quality books, writing materials, and technology enhances children’s opportunities to engage with literacy (Oakley, Wildy, & Berman, 2020). Digital tools, such as tablets with open-ended creative apps, have been shown to improve literacy skills by allowing children to create multimodal texts that integrate images, sounds, and words. These tools are particularly effective in early childhood classrooms, where they foster creativity and collaboration (Oakley et al., 2020). However, equitable access to such resources remains a challenge, particularly in under-resourced schools.
Addressing Equity in Early Literacy
Equity is a central concern in early literacy research, as disparities in access to resources and opportunities can perpetuate achievement gaps. Children from low-income families or those with disabilities often face barriers to literacy development, including limited access to books and fewer opportunities for enriched language interactions (Hannon et al., 2020). Targeted interventions, such as community-based literacy programs and inclusive teaching practices, are essential for addressing these disparities. For example, Erickson and Koppenhaver (2020) advocate for comprehensive literacy instruction that accommodates the needs of students with significant disabilities, ensuring that they have access to the same literacy opportunities as their peers.
Cultural responsiveness is another critical aspect of equitable literacy instruction. Literacy materials and activities should reflect children’s cultural and linguistic backgrounds to foster engagement and relevance (Hayes, 2025). Teachers must be trained to recognize and value diverse literacy practices, adapting their instruction to meet the needs of multilingual learners and children from minority groups. By prioritizing equity, educators can help ensure that all children develop the foundational skills needed for long-term academic success.
The Role of Self-Regulation in Literacy Development
Self-regulation, the ability to manage attention, emotions, and behaviors, is an often-overlooked predictor of early literacy success. Children with strong self-regulatory skills are better able to sustain focus during reading and writing tasks, leading to improved outcomes (Birgisdottir et al., 2020). Interventions that promote self-regulation, such as mindfulness activities or structured play, can enhance literacy development by helping children stay engaged and persevere through challenges. These interventions are particularly beneficial for children in high-risk environments, where stress and instability may hinder self-regulation (Birgisdottir et al., 2020).
Long-Term Impacts of Early Literacy
The benefits of strong early literacy foundations extend far beyond the preschool years. Longitudinal studies demonstrate that children who develop robust literacy skills in early childhood are more likely to excel in reading and math by fourth grade, setting the stage for broader academic achievement (Teale et al., 2020). These findings underscore the importance of early intervention, as the skills acquired in the first five years of life have a cascading effect on future learning. By investing in early literacy, educators and policymakers can help break cycles of disadvantage and promote equitable outcomes for all children.
CONCLUSION
Early literacy is a complex, multifaceted process that requires intentional, evidence-based support from caregivers, educators, and communities. By fostering phonological awareness, vocabulary knowledge, and socio-emotional skills, stakeholders can build strong foundations for reading and writing that pave the way for lifelong learning. The literature underscores the importance of interactive, culturally responsive, and equitable approaches to literacy instruction, highlighting the need for professional development and resource allocation to support diverse learners (Jones & Christensen, 2022; Hayes, 2025). While significant progress has been made in understanding early literacy development, ongoing research is needed to address gaps in implementation and equity.
This review has demonstrated that early literacy is not an isolated skill but a dynamic interplay of cognitive, linguistic, and socio-emotional factors. By prioritizing early interventions, leveraging technology, and fostering inclusive environments, educators can ensure that all children have the opportunity to become proficient readers and writers (Erickson & Koppenhaver, 2020; Oakley et al., 2020). As societies continue to grapple with evolving literacy demands, the insights from this article offer a roadmap for building resilient, equitable literacy foundations that empower children to thrive in an increasingly complex world.
REFERENCES
Jones, M. E., & Christensen, A. (2022). Constructing strong foundations of early literacy. Routledge.
Murphy, D. D. (2023). Teaching Literacy Foundations.
Hayes, C. (2025). Language, Literacy and Communication in the Early Years: A critical foundation. Routledge.
Center, Y. (2020). Beginning Reading: A balanced approach to literacy instruction in the first three years of school. Routledge.
Barratt-Pugh, C., & Rohl, M. (Eds.). (2020). Literacy learning in the early years. Routledge.
Teale, W. H., Whittingham, C. E., & Hoffman, E. B. (2020). Early literacy research, 2006–2015: A decade of measured progress. Journal of Early Childhood Literacy, 20(2), 169-222.
Birgisdottir, F., Gestsdottir, S., & Geldhof, G. J. (2020). Early predictors of first and fourth grade reading and math: The role of self-regulation and early literacy skills. Early Childhood Research Quarterly, 53, 507-519.
Hannon, P., Nutbrown, C., & Morgan, A. (2020). Effects of extending disadvantaged families’ teaching of emergent literacy. Research Papers in Education, 35(3), 310-336.
Erickson, K. A., & Koppenhaver, D. A. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to read and write. Paul H. Brookes Publishing Co..
Oakley, G., Wildy, H., & Berman, Y. E. (2020). Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms. Journal of Early Childhood Literacy, 20(4), 655-679.
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