Running Head: PERSONAL LITERACY HISTORY AND REFLECTION 1

Personal Literacy History and Reflection

Christine Reece

ECED 303: Integrating Early Learning Standards: Language and Literacy

Brandman University

Professor Eva Blevins

June 20, 2020

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Introduction

Early language and literacy experiences are important for young children’s later school

readiness. To start, youngsters should be active participants in back and forth verbal exchanges

with peers and adults often in their lives to develop a strong vocabulary. According to Jeanne

Machado, Early Childhood Experiences in Language Arts: Early Literacy (2016), “Speech is at

the foundation of a child’s learning life” (p. 166). When they hear oral language spoken it helps

children learn to decode words for comprehension, which is a needed pre-reading skill. At the

same time, children should be exposed to letters and printed words in daily activities. When they

know that letters and words have a purpose, they will realize they are useful. It is also important

they get plenty of practice to write and manipulate drawing and art materials. For example,

painting, tracing with their finger, coloring, molding playdough, and writing with pencils and

markers. Reading books, of course, is extremely valuable. Adults should plan often to read age-

appropriate books aloud, while they point and pause and give meaning to illustrations and words.

Children need guidance in how to handle books, understand they have fascinating information

inside, and become eager to hear the story. Research results suggest that motivating factors, such

as early literacy exposure, has a direct impact with school starters. In an ongoing study, a team

took 1171 five- six-year-olds and measured them in two areas—letter-sound knowledge and

phonological awareness. Their present findings are in a research article called, Literacy Interest

and Reader Self-Concept When Formal Reading Instruction Begins (Walgermo, Frijters, &

Solheim, 2018). In this article the researchers explain that “Given the consistent correlation

between self-concept and skills, the findings of the present study supplement past evidence

suggesting that, besides the linguistic prerequisites involved, the process of learning to read also

has strong motivational and emotional dimensions” (p. 98). Adult readers are in the perfect
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position to aid in the child’s book reading experience. To select books, first take the time get to

know what the child likes. It also helps to have an upbeat attitude expressing excitement to build

anticipation, as if going to learn something new. In doing so, children will become captivated,

curious, and ready to go on an exciting learning adventure.

There are five reading and writing predictors to help determine children’s future literacy

development. In a video put out by Eastern Connecticut State University called, Five Predictors

of Early Literacy (2013, January 30), Early Childhood Education Professor Theresa Bouley

states, “Those five areas are: oral language, phonemic awareness, alphabet awareness, concepts

about print, and early writing with inventive spelling” (01:00-01:08). These are all areas that

providers can plan for when working with young children. Dr. Bouley discusses finding

“teachable moments” throughout the day. It can be done both naturally and intentionally.

The first area is oral language. Learning how to express oneself and interact in conversation

helps with many stages of development. Children need regular language exposure to hear

vocabulary, learn how to speak, as well as connect to concepts and meanings of words. Reading

story books aloud are a good way to hear common words pronounced properly, and a chance to

introduce new vocabulary. According to co-authors, Judith A. Schickedanz and Molly F.

Collins’ book, So Much More Than the ABCs: The Early Phases of Reading and Writing (2013),

state, “Oral vocabulary is very important to reading comprehension: readers need to know the

meanings of individual words to understand the text as a whole” (p. 11). To develop a stronger

vocabulary, educators can read, as well as ask questions, and show pictures in books, play fun

word games, and sing rhyming songs and silly chants. In this way early learners build language

and communication skills when they visually see pictures, answer questions, sing and clap along

to music, and pound out a beat. The second area is phonemic awareness. This includes decoding
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words by hearing the different sounds. It is listening carefully to how the word is pronounced

and broken up into syllables. Children need words repeated over and over to practice saying

them correctly. Teachers can help children identify what they hear and understand. For

instance, hearing the differences between long vowel and short vowel sounds. By doing so this

translates into future decoding on their own, and the precursor to reading and writing skills when

they encounter words. The third area is alphabet awareness. Children must be able to connect

letters to words. For instance, learning how to spell their name and knowing what letter it starts

with. There is more meaning when letters can be built upon a concept. According to Dr.

Bouley, “it’s important to remember that we’re not just talking about children’s awareness of

letters, the names of the letters, and the sounds of the letters, but really, it’s extremely important

to remember that children need to understand the purpose of those letters…” (02:48-02:59).

When children learn letter recognition plus know the sounds they make, they will be able to

transfer this knowledge when it’s time to read and write. The fourth area is concepts about print.

Print comes in many forms. They need to be visible, available, and reachable at a child’s eye

level in the classroom. The letters of the alphabet, posted signs and their word meaning, name

tags, labels, books, or even using a Magna Doodle or Etch-A-Sketch give children exposure to

concepts about print. What’s important is for children to realize print has purpose and learning

how to translate it is part of it. However, at first children enjoy being artistic and love sharing

what they created. Giving attention to children’s work prompts children to translate their work’s

meaning to the interested adults. It is believed that this type of speech in children paves the way

for their eventual use of written forms. (Machado, 2016, p. 374). Early exposure to printed

materials helps children understand its usefulness and eventual readiness for increased skill

building in language and literacy. The fifth area is early writing with inventive spelling. It starts
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when teachers encourage children to interpret their drawings, art work, and markings. At a

young age, children begin to learn their work represents something. Early language and literacy

experiences gives children something to talk about. Children eventually want to write their name

and concentrate on mark placement. During the period between 3 and 4 years of age, children

become quite interested in trying to write their names and other words, and they include more

details in drawings and paintings. (Machado, 2016, p. 156). Giving young children early

opportunities to explore with art and drawing develop into later writing efforts. In this way it

supports and build reading and writing readiness.

Each of the five predictors pinpoints specific areas to support the individual child’s

emerging literacy. Teachers working in early childhood, should consider the importance

providing children’s daily activities, routines, and learning environments with a steady stream of

opportunities for oral engagement to improve vocabulary skills and ways to practice expression

in fun drawing, printing and writing activities. Books are a valuable tool and resource to tie all

of this together. Without early development in each of these key areas, the likelihood of having

a strong reading and writing foundation diminishes. Because they are like strings in a tapestry.

Separately, there is no rhyme or reason, but when woven together they make something

beautifully meaningful. When a person can read knowledge flourishes. Together, the nation

created state standard expectations for English language arts beginning in kindergarten. The

major domains identified in the standards are literature, informational texts, foundational skills,

writing, reading, speaking and listening, language, technology, and assessment. These standards

articulate what it means to be a literate person and provide a clear understanding of what students

are expected to achieve in each grade. (Machado, 2016, p. 144). Becoming literate is reading
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and writing is an important outcome. Early learning in these five areas increases a child’s

chance for becoming a competent reader and writer in the future.

My Literacy Experiences

1. 3 years old. I was sitting at the foot of my mother’s lap looking up at her while she told

stories for a neighborhood kids’ club held each week in our home. Often, she used

flannel graphs, and sometimes a large over-sized book filled with interested images. The

most important recollection was remembering how captivated I was by her. The pleasure

I felt hearing her voice, I remember feeling proud and loved listening to the story and

waiting with anticipation for the next felt image to be placed on the board. Her use of

facial expressions, and vocal sounds lead me to stay interested throughout her whole

presentation. (OL, V, PA, CAP, W)

2. 3 years old – on. Another early memory is hearing my mother sing. She sang all the

time in house, and anytime of the day. I remember just smiling and running when I heard

her. My mother sang in the church choirs, and special nighttime songs to my sister and I

whenever she tucked us into bed. We would ask eagerly for her to sing more and more

because her voice soothed us and made us feel special. (OL, V, PA)

3. In Kindergarten class, my teacher, Mrs. Lake, had us practice writing our letters and

name a lot. I remember using big lined paper. She had a sweet face and kind disposition.

I also recall seeing a big ceiling border with the letters on it. It helped me figure out the

alphabet. (AK, CAP, W)

4. In Kindergarten. I learned to memorize. We memorized the ABCs, songs, poems, and

things like the pledge of allegiance. (OL, V, PA)

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5. In Kindergarten I learned to trace and copy. Mrs. Lake used an overhead projector and

would direct us what to do. She made it interesting by have fun cute pictures and lead us

step by step for us to be successful and feel good about it. (OL, V, PA, CAP, W)

6. 1st – 3rd grade. New language and literacy exposure. Our family moved to Japan for two

years where my brother and I went to public Japanese school. We had to learn to speak

the language very quickly to be able to survive and get through the educational system.

They had 7 alphabets. And the letters formed pictures with lines. Also, in order to read

in Japanese, it is read up and down, left to right. It was very hard academically. I was

behind on my English language and literacy. My mother taught me to write my name in

Japanese, that was important to know. (OL, V, PA, AK, CAP, W)

7. 1st – 3rd grade. I learned to read. My mom taught me to read in English. I remember not

liking it. Living in Japan, my mom knew we were only there for two years, but

eventually returning to the states. She felt it was imperative I kept up my English skills

and begin learning to read. She was patient and made it interesting. I knew I needed to

learn and wanted to, but it was a slow and hard process. She also had me practice

writing, learn grammar, and vocabulary in English using workbooks. (OL, V, PA, AK,

CAP, W)

8. In 3rd grade public school (back in America), I remember the teacher reading to us out

loud on a circular carpet. (OL, V, PA, CAP)

9. In 3rd grade, we wrote short stories and drew pictures to illustrate the meaning to create a

story book. (OL, V, PA, AK, CAP, W)

10. In 4th grade. Nutrition assignment. Our class teacher put different fruit and vegetable

names into a basket. She also put all of the student names in another. She then pulled
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randomly from each basket to pair them up. The assignment was to research the fruit or

vegetable, write up a simple nutrition statement, and bring samples to share for an

evening open house event. I was assigned grapefruit. I remember through read through

encyclopedias and magazines to find more about the nutritional values of this fruit. Even

now, I think about it every time I eat grapefruit. (V, PA, AK, CAP, W)

11. In my 5th grade year, I remember going to the school library. I loved going there with

our class. It made me excited. I enjoyed scanning all the book titles, pulling them out

from time to time to exam and decide if it was the book for me. My reading skills grew.

I found I could read and finish longer books now. My friends and I thought it was fun to

share what books we were reading. I remember finishing whole series. For instance,

Ramona and Amelia Bedelia. (V, PA, AK, CAP, W)

12. 4th-6th grade. Listening to music. My mother and my father together, loved listening to

music on their record player stereo. It was one of my father’s prized possessions. He

regularly played albums. Music transcended throughout the home. I remembering seeing

the albums. (OL, V, PA, AK, CAP, W)

13. 4th-6th grade. Listening to children’s stories on tape and albums. As children my mother

provided us with many different stories to listen to. My brother and sister and I would sit

in the living room just quietly listening to them over and over. As we got older, we could

use the player ourselves and select our favorites. (OL, V, PA, AK, CAP, W)

14. Elementary School. Listening to “Mema” (grandma – mother’s mother) tell stories from

her past. Whenever she visited, she had a way of sharing her life in an expressive way.

If she spent the night, she often slept with me in my double sized bed. I remember lying

next to her just enthralled with the way she could tell a story. I often asked her to tell me
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something from her childhood. She would always have jokes and funny anecdotes about

her life. (OL, V, PA)

15. Collaborative story event. My 5th grade teacher, Mrs. Lee, had the whole class

participate in a super fun literature event where we first read Alice in Wonderland, and

then we were to start brain storming how to turn an empty classroom into a living and

breathing interpretation of the story. She kept encouraging us to come up with ideas

together. We made huge hangings sculptures and darkened walls with butcher paper.

Later, we had an open house. (OL, V, PA, AK, CAP, W)

16. In 5th grade, I remember being encouraged to write a short mystery story. This was to be

done over a slow process. Taking different chunks of the assignment and focusing only

on it. I remember thinking really hard about what to write about. There was also a cover

and title page. (OL, V, PA, AK, CAP, W)

17. In my junior high school years, I remember having an Intro to the Library class. I learned

how the library was arranged in interest sections, from marriage to history. I also learned

to use the index and card catalog system, and how to look up items on a computer data

base. (V, PA, AK, CAP, W)

18. In junior high, I learned how to type for the first time. I thought it was fun, easy, and

really exceled. I became top of my class; earning recognition. I continued taking typing

all through high school. This really increased my spelling abilities. (PA, AK, CAP, W)

19. In high school, along with taking typing classes, I took a speed writing course, which is a

long handwriting system technique. I also exceled in this course. It helped me all

through the rest of high school and into junior college. This taught me how to think

quicker and read much faster.

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20. In high school I become the principal’s secretary’s assistant. She was encouraging and

supportive. I learned a lot about office work. This led me into taking ROP where I went

into the community to learn office and clerical duties.

21. In a geography course in high school, we were told to memorize all the countries of

Africa. It was an effort but I managed a 100%. I was proud of myself. (PA, AK, CAP,

W)

22. Developed my literature exposure. In high school I took a couple of interesting literature

courses. One was Greek mythology and the other was Bible literature. They were

interesting subjects and kept my attention. (V, PA, AK, CAP, W)

23. In my high school English classes I began to really to understand how to express myself

in writing, use grammar, build vocabulary, and my build my reading comprehension.

Spelling became very easy for me. The teacher was very encouraging and gave

complements. (V, PA, AK, CAP, W)

24. In Junior college, my grades improved. I found myself reading for pleasure. I read all

different genres. I was also exposed to writing papers. This was good practice to build

my skills. (V, PA, AK, CAP, W)

25. In adulthood, I have read many books, entire book series, listened to novels on tape and

CD. Currently, I’ve participated in book clubs, taken college courses, and read for

pleasure. (V, PA, AK, CAP, W)

26. In adulthood. I became a legal secretary, using my typing skills, reading, comprehension,

spelling and grammar. (V, PA, AK, CAP, W)

27. When I had children, I chose to homeschool. I found I was successful at it. My children

learned and thrived. English, language, and literacy were the areas I really exceled and
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understood the best when I was teaching them. I also learned more through the process.

(OL, V, PA, AK, CAP, W)

28. Now, in my 3rd year of college, I’m working toward my B.A. in Early Childhood. I feel

over the course of my academic career, I continue to build my language and literacy. I

attribute this to my exposure as a child. (OL, V, PA, AK, CAP, W)

29. As an early childhood director, having developed my language and literacy base has

really helped move my career through all the administrative requirements. (OL, V, PA,

AK, CAP, W)
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Significant Event Map

3 years Old 1st Career/Children

Clerical work as a
Mother read
Legal Secretary.
books and sang Homeschooled My
songs. Children.

Kindergarten Jr. College

Memorizing, Grades improved.

ABC’s, tracing, Learned to write
drawing letters. papers.

2nd Career/College Student

ECE Director & Brandman

1st- 3rd Grade University student. High School

*Move to Japan* Loved to type!

New Language English class
Exposure. makes sense.

1st – 3rd Grade 4th – 6th grade

Learn to read Developed interest

in books. Class
and write at
writing projects.
home.
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Personal Reflection

Books were part of my childhood home environment. We had wall to wall shelves full of

books; they were on the floor and in every room. I remember both my mother and older brother

loved to read. For me, I was not interested and it took a while for me to learn. However,

thankfully, I loved listening to stories. My mother was the most instrumental in exposing me to

early language and literacy. She was a gifted storyteller. As a child, I loved listening and

watching how expressive she was when she read aloud. She had a natural enthusiasm for the

characters, storyline, and had perfect timing, where she paused, lingered just long enough to

allow the listener to understand and capture the emotion. She read to me as often as she could,

sang songs, and provided ways for me to listen to stories on album and cassette. This ties into

early concepts for vocabulary, oral language, print and phonemic awareness. A challenge for me

happened in my mid-1st to mid-3rd grade years. Our whole family moved out of the United

States to live in Japan. This move set my English learning back. My mother knew this and felt

compelled to teach me to read and write in English. I recall coming home after spending a full

day at the Japanese elementary school and having to sit with her to do more studying. At this

age, it was extremely difficult to become biliterate in two languages. This, I believe, brought a

delay in my English skills building. My mom was worried I was falling behind in both my

Japanese and English language skills. She insisted and continued her efforts to teach me to read

and write because she knew we were moving back to the United States. To help me, in

particular, she bought workbooks and learning materials to help build up my competency. At

this point in my life, I was being exposed to more language, vocabulary, print, writing, phonics

and alphabet awareness than ever. Two years later we moved back to California, and my mother

enrolled me in the local elementary school. The school assessments revealed how behind I
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actually was. This was disheartening news. I started school in the middle of my 3rd grade year,

which was not ideal. I experienced a lot of cultural and social anxiety. In class, I struggled, but

did not let on. I would sit quietly at my desk, staring at the teacher, listening, and became very

nervous when she assigned work. Slowly, I began to improve. Thankfully, by 4th grade, it was

clicking. I’m not sure if it was fear of failure and embarrassment; all I knew was I wanted to be

able to do my work well. I wanted good grades. To accomplish this, I would concentrate on

listening to the teacher as she gave instructions. This all was a challenge for me. I found out,

later, I had a hard time with reading comprehension, and do much better when I hear and see

examples. One good thing in my upper elementary years, our class frequented the library. I

became very familiar with the sections I liked. I remember looking through whole rows of

children’s literature. My friends and I found favorite authors and spent time reading entire

series. We like talking and sharing the stories. This perked up my interest in books

tremendously. In my junior high school years, I continued to enjoy going to the library and

reading about female characters. At some point, I took my first typing class in junior high.

Typing was fun and easy, and soon learned I was doing exceptionally well in the class. Later, in

high school, I took more typing and speed writing classes, and exceled. I think it is because it

was hands on, required memory work, and knowledge of letters and print, which I had developed

in my childhood. However, I learned early in my life, I prefer rote memory work. I developed

tricks to memorize a certain way. This is a strength I still have. If given a list of any kind, I can

pretty much regurgitate the information. I found out I learn best this way. Spelling and

vocabulary became easier and easier as I went through high school. I developed mechanics,

phonetics, and grammar knowledge. It began to make more sense. Most of my other classes I

did not do that well in, but in any literature, English, or typing class I was more successful.
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Developing these skills helped me with writing. I was able to see words more clearly and string

them together to form sentences. In my senior year of high school, I was honored to be asked to

intern for the principal’s secretary. She was kind, supportive, and taught me a lot about office

duties. At the same time, I signed up for clerical ROP training. This interest flowed into a career

in clerical work. To do this work it is important to have a strong vocabulary, writing, and a

reading foundation. I eventually, hoped to become a legal secretary. In junior college I

completed my associate’s degree in office and legal procedures. I started as a receptionist at a

law firm and worked my way up to become a legal assistant, and eventual office manager.

Specifically, working in this profession, I developed better skills as a writer from listening to the

lawyers’ dictation and, in turn, transcribing it. I worked in this industry for 15 years. I am

grateful for my work experience because it improved my language and literacy abilities, helped

develop social conventions, and gave me more skills in leadership. When my first child was

born, I was faced with a dilemma. Should I enroll him in kindergarten or homeschool him? My

friends at the time were encouraging and supportive of homeschooling. I made a decision to

embark on this endeavor. It was not easy balancing work and homeschool. I loved working, and

later gave up my career to homeschool both of my children full time. It took a lot of sacrifice

and dedication. Today, they are college graduates and married with successful careers. In this

effort, I learned I could teach, and am so grateful for learning this about myself. It boosted my

self-confidence. To teach, I had to rely on my early foundation of language and literacy. I took

my role serious, but honestly, I was scared. I didn’t actually believe I could go as far as I did as

their teacher because it was my responsibility to teach them what they need to know and grow

academically. Inside, I didn’t trust myself, because I thought some where I may not be able to

teach the subjects required. I was pleasantly surprised what unfolded. Year by year, grade by
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grade, I found I was learning along with them. I joked with friends and family about this fact.

For instance, I would explain, “I am in 3rd grade now!” I attribute my success to my tenacity and

grit. Out of this emerging knowledge; I was able to continue teaching my children. I became a

better reader and writer. Looking back, it makes me proud that they ended up with a strong

education and benefited by having me as an example and their teacher. Even though I had faced

many challenges, I recognized strengths I didn’t know until going through this process. There

did come a time where I had to make a hard decision to place my children into formal class

instruction. It was the best decision. They spent their high school years attending a small charter

school. In this atmosphere they needed to have the academic base they had gained through home

learning. It was essential to continue growing and learning. My children each gained a good

education in this setting and also had many opportunities to engage in many fun social functions.

They were both top of their class and developed self-confidence along the way. Fast forward, on

the evening of my son’s college ceremony, I made a decision to go back to pursue a Bachelor’s

degree. I had left the legal profession sometime back. 12 years ago, I became the early

childhood coordinator at my church. Working with families and children regularly, it seemed

fitting to consider a degree in early childhood education. In 2016, I was promoted to early

childhood director. I attribute this to my continued growth in language and literacy

competencies, work and personal experiences, a developed self-confidence, gained educational

knowledge, and current academic goals.

In reflection, one of my learning challenges is reading comprehension. When I read

books, I typically have to go back over and re-read. Part of this is lack of concentration and

partly not understanding. I find in book clubs, Bible studies, classes, reading emails, going over

documents, I have to really stay focused. I also recognize I see things differently than others. I
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have had to learn to be quiet and listen to let others share in case I missed something or am way

off track. I am much better as a verbal processor. Luckily, I am an extrovert and talking is not a

problem for me. I would much rather be in a class hearing, seeing, and experiencing the lesson.

Over the years, I have continued to grow my vocabulary, and this has aided in my abilities to

understand and articulate my thoughts. In addition, my work experience and college education

has also improved my writing skills. Truthfully, when I was asked to be the early childhood

director, I did not have confidence in myself. Being challenged at work and taking college

courses has definitely grown my skills. Now, my strengths are in leadership, administration,

organizational skills, event planning, and developing relationships with families and children.

Through it all, I see the great value in my early language and literacy exposure. For me, early

learning is the makings of a great foundation for later use in life, ambition, career goals, higher

learning, and many practical reasons. In my work with children, I bring all this personal

background knowledge into the classroom. I know there are many kinds of learners. Giving

children a chance to develop their strengths and assess areas they need help in will be my goal.

What is most important, having an early well-developed foundation grounded in vocabulary,

phonetic awareness, letters, print and alphabetic awareness, as well as knowledge in writing

concepts will make all the difference in achievement.

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References

California Department of Education. (2011). California early childhood educator competencies.

CDE Publications. Retrieved from

https://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf

Early Childhood Videos. (2013, January 30). Five predictors of early literacy [Video file].

Retrieved from https://www.youtube.com/watch?v=HqImgAd3vyg&list=PL2o3u-

D9PGITGc7hUkwzNkSdgzxpNpUz2

Machado, J. M. (2016). Early childhood experiences in language arts. 11th Ed. Cengage

Learning.

Schickedanz, J. A. & Collins, M. F. (2013). So much more than the abcs: Early phases of

reading and writing. NAEYC.

Walgermo, B. R., Frijters, J. C., & Solheim, O. J. (2018). Literacy interest and reader self-

concept when formal reading instruction begins. Elsevier, Inc. Retrieved from

https://www.sciencedirect.com/science/article/pii/S088520061830022X?via%3Dihub