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What does early literacy mean to you？ Can you remember when or how you learnt Chinese characters？ Did your parents teach you？ Or some other member of your family？ Or did you learn at school？
Human beings （to our knowledge） are the only creatures who have developed a system of communicating using symbols. These vary from pictographic （where the graphemes are iconic pictures， as in Chinese ）， ideographic （where the graphics are concepts not specific words）， logographic （where spoken words are represented）， segmental（where phonemes or the basic units of sounds of the words are represented， English is one of these BUT there does not have to be a direct one-to-one correspondence between the graphemes （letters） and phonemes （sounds the letters made of the script ） or undeciphered systems which might be writing （but no one has worked out to read them）.
Chinese characters are obviously very different looking from the Roman alphabet that English uses. And the way you learn them is also very different！
When small children learn to read in English （their mother tongue） they obviously already have a lot of words they already know. At first they are taught the lettersound correspondence， which is what we call"phonics". Sometimes this happens at home or before they come to primary/elementary school， maybe at kindergarten or playschool. This is a very important stage of early literacy， when children realize that what they say can be written down in symbols！ They learn simple consonant-vowel-consonant words which you can blend the sounds together easily， e.g. c-a-t， d-o-g.
So the most important think that children need to understand for early literacy in English is： Letters are sounds！
And when you put letters together in different ways they match the words we say！
Now this is very different to Chinese. And so it makes sense that the way that you learn to read in Chinese and English is different.
The way that children can show us they have "phonemic awareness" or have made the link between letters and sounds is by：
1. Recognizing words with the same initial sound， eg. boy， bike， bus （they all start with the sound /b/）.
2. Identifying what’s the first or last sound in a word， e.g.dog， starts with the sound/d/ but ends with the sound /g/.
3. Blending sounds together to sound out a word， e.g. /m/， /a/， /t/ = mat.
4. Segmenting a word into different sounds， e.g. cat = /k/， /a/， /t/. Children who understand this will have a much easier time learning to read and spell that children who have few or none of these skills. Phonemic awareness is to understand that the sounds of spoken language work together to make words. Phonics is to understand that the letters （phonemes or graphemes） are the sounds in written language. So children need to make the link between the symbols and the language！
When children start to blend （put together） or segment （take apart） the sounds to make words this is called"decoding". Decoding is just being able to say the combination of letter， however， it does NOT mean that you know what that word means！
In order to know what a word means you need to have come across it before so you can understand it. This is called"encoding" or "making" meaning.
Early literacy in English is based on being able to：
HEAR a word in order to SAY it；
SAY a word in order to READ it；
READ a word in order to WRITE it.
So making children memorise lots of words in English， e.g. for dictation is not very useful. Neither is it useful to make them copy out lots of words. Children need to HEAR and SAY a lot of words in a MEANINGFUL and ENJOYABLE context， e.g. stories， in order to learn the English language.
Another part of early literacy is VISUAL LITERACY. This luckily does not need anything very complicated and ALL languages use the same technique . VISUAL LITERACY is looking a pictures or the world around us and making sense of what your EYES see. Children need to be taught visual literacy at school in order to make the reading process faster. When words and pictures are put together， the link between the symbols （letters or characters in text） and the picture help the children make MEANING.
你对早期读写能力有怎样的理解？还记得你是什么时候、用什么方法学会汉字的吗？是父母或者其他家人教你的？还是在学校学会的？
在我们的认知范围内，人类是唯一创造出符号系统作为交流手段的生物。其中包括象形的（书写单位是象形画，比如中国）、表意的（图形是概念的而非具体的字）、语标的（以口语词汇为代表）、切分的（以音素及单词发音的基本单位为代表，英语便是其中之一，但是在书写单位和字母音素之间并非是固定的一对一关系），以及一些未被破解的书写符号（无法被阅读和理解）。
汉字与英语所用的罗马字母有着显著的区别。所以学习的方式也不尽相同。
如果让以英语为母语的儿童学习识读英语，他们其实已经有许多认识的词汇了。首先他们学会的就是如何将字母和它们的读音相对应，这也就是我们所说的“语音学”。通常他们会在家里或者在上小学之前以及幼儿园阶段掌握这项能力。这一学习阶段对于早期读写能力的培养是至关重要的，因为从这时起儿童便会意识到他们所说的话是可以用符号书写下来的。他们会学习一些简单的便于连起来发音的“辅音+元音+辅音”结构的单词，例如：“猫”（c-a-t）和“狗”（d-o-g）。
所以对于英语的早期读写能力的培养来说，最重要的是：字母即发音！
我们平时说话所用的单词，就是字母通过各种方法组合起来而形成的。
但是中文却是完全不同的。而且，中文和英语的识读方式也是不一样的。
我们可以通过以下几点发现儿童的“音位意识”或“字音联系意识”：
1.可以辨别具有同样声母的单词，比如“男孩”（boy）、“单车”（bike）和“公交车”（bus），它们的声母均为/b/。
2.可以辨别单词的首尾音，比如“狗”，首音为/d/但尾音为/g/。
3.可以将单音整合发出整个单词的音，比如将/m/、 /a/、 /t/整合发出mat的音。
4.可以将单词分割成不同的音，比如将单词cat分割为/k/、/a/、 /t/三个音。
儿童懂得了这些之后便可以更加容易的学会识读和拼写单词。
音位意识就是懂得将读音组合成单词。拼读法就是懂得将字母（音素或书写单位）转化为读音。所以儿童需要学会将符号和语言联系起来。
当儿童开始学会整合和分割字音和词音时，这一程称为“解码”。解码并不意味着儿童懂得了词义，它只表明儿童懂得了字母的组合方式。
懂得词义要求儿童在理解它们之前就要对它们有印象，这一过程叫做“编码”或“意义创造”。
英语早期读写能力的养成建立在以下基础上：
先听才能会说；
去说才能会读；
会读才能会写。
如何才能让儿童记住更多的英文单词呢？背词典是不会有多大作用的，同样抄写成堆的单词也没多大效果。正确的方法是让儿童在适宜的环境下听懂和将含义正确的表达出来，也就是“听”和“说”。比如讲故事就是一个学习英语的好方法。
早期读写能力的养成还包括另一个方面，那就是视觉读写能力的培养。令人宽慰的是，这一能力的培养并不复杂，并且方法几乎适用于所有语言系统。视觉读写能力就是去看图片或者我们身边的事物并将看到的东西一一指认出来。这项能力应该在学校里培养，因为它有助于加快阅读能力的提高。当单词和图画对应上以后，符号和和图画的关系也就自然建立起来了，这样就可以帮助儿童理解词义。
Human beings （to our knowledge） are the only creatures who have developed a system of communicating using symbols. These vary from pictographic （where the graphemes are iconic pictures， as in Chinese ）， ideographic （where the graphics are concepts not specific words）， logographic （where spoken words are represented）， segmental（where phonemes or the basic units of sounds of the words are represented， English is one of these BUT there does not have to be a direct one-to-one correspondence between the graphemes （letters） and phonemes （sounds the letters made of the script ） or undeciphered systems which might be writing （but no one has worked out to read them）.
Chinese characters are obviously very different looking from the Roman alphabet that English uses. And the way you learn them is also very different！
When small children learn to read in English （their mother tongue） they obviously already have a lot of words they already know. At first they are taught the lettersound correspondence， which is what we call"phonics". Sometimes this happens at home or before they come to primary/elementary school， maybe at kindergarten or playschool. This is a very important stage of early literacy， when children realize that what they say can be written down in symbols！ They learn simple consonant-vowel-consonant words which you can blend the sounds together easily， e.g. c-a-t， d-o-g.
So the most important think that children need to understand for early literacy in English is： Letters are sounds！
And when you put letters together in different ways they match the words we say！
Now this is very different to Chinese. And so it makes sense that the way that you learn to read in Chinese and English is different.
The way that children can show us they have "phonemic awareness" or have made the link between letters and sounds is by：
1. Recognizing words with the same initial sound， eg. boy， bike， bus （they all start with the sound /b/）.
2. Identifying what’s the first or last sound in a word， e.g.dog， starts with the sound/d/ but ends with the sound /g/.
3. Blending sounds together to sound out a word， e.g. /m/， /a/， /t/ = mat.
4. Segmenting a word into different sounds， e.g. cat = /k/， /a/， /t/. Children who understand this will have a much easier time learning to read and spell that children who have few or none of these skills. Phonemic awareness is to understand that the sounds of spoken language work together to make words. Phonics is to understand that the letters （phonemes or graphemes） are the sounds in written language. So children need to make the link between the symbols and the language！
When children start to blend （put together） or segment （take apart） the sounds to make words this is called"decoding". Decoding is just being able to say the combination of letter， however， it does NOT mean that you know what that word means！
In order to know what a word means you need to have come across it before so you can understand it. This is called"encoding" or "making" meaning.
Early literacy in English is based on being able to：
HEAR a word in order to SAY it；
SAY a word in order to READ it；
READ a word in order to WRITE it.
So making children memorise lots of words in English， e.g. for dictation is not very useful. Neither is it useful to make them copy out lots of words. Children need to HEAR and SAY a lot of words in a MEANINGFUL and ENJOYABLE context， e.g. stories， in order to learn the English language.
Another part of early literacy is VISUAL LITERACY. This luckily does not need anything very complicated and ALL languages use the same technique . VISUAL LITERACY is looking a pictures or the world around us and making sense of what your EYES see. Children need to be taught visual literacy at school in order to make the reading process faster. When words and pictures are put together， the link between the symbols （letters or characters in text） and the picture help the children make MEANING.
你对早期读写能力有怎样的理解？还记得你是什么时候、用什么方法学会汉字的吗？是父母或者其他家人教你的？还是在学校学会的？
在我们的认知范围内，人类是唯一创造出符号系统作为交流手段的生物。其中包括象形的（书写单位是象形画，比如中国）、表意的（图形是概念的而非具体的字）、语标的（以口语词汇为代表）、切分的（以音素及单词发音的基本单位为代表，英语便是其中之一，但是在书写单位和字母音素之间并非是固定的一对一关系），以及一些未被破解的书写符号（无法被阅读和理解）。
汉字与英语所用的罗马字母有着显著的区别。所以学习的方式也不尽相同。
如果让以英语为母语的儿童学习识读英语，他们其实已经有许多认识的词汇了。首先他们学会的就是如何将字母和它们的读音相对应，这也就是我们所说的“语音学”。通常他们会在家里或者在上小学之前以及幼儿园阶段掌握这项能力。这一学习阶段对于早期读写能力的培养是至关重要的，因为从这时起儿童便会意识到他们所说的话是可以用符号书写下来的。他们会学习一些简单的便于连起来发音的“辅音+元音+辅音”结构的单词，例如：“猫”（c-a-t）和“狗”（d-o-g）。
所以对于英语的早期读写能力的培养来说，最重要的是：字母即发音！
我们平时说话所用的单词，就是字母通过各种方法组合起来而形成的。
但是中文却是完全不同的。而且，中文和英语的识读方式也是不一样的。
我们可以通过以下几点发现儿童的“音位意识”或“字音联系意识”：
1.可以辨别具有同样声母的单词，比如“男孩”（boy）、“单车”（bike）和“公交车”（bus），它们的声母均为/b/。
2.可以辨别单词的首尾音，比如“狗”，首音为/d/但尾音为/g/。
3.可以将单音整合发出整个单词的音，比如将/m/、 /a/、 /t/整合发出mat的音。
4.可以将单词分割成不同的音，比如将单词cat分割为/k/、/a/、 /t/三个音。
儿童懂得了这些之后便可以更加容易的学会识读和拼写单词。
音位意识就是懂得将读音组合成单词。拼读法就是懂得将字母（音素或书写单位）转化为读音。所以儿童需要学会将符号和语言联系起来。
当儿童开始学会整合和分割字音和词音时，这一程称为“解码”。解码并不意味着儿童懂得了词义，它只表明儿童懂得了字母的组合方式。
懂得词义要求儿童在理解它们之前就要对它们有印象，这一过程叫做“编码”或“意义创造”。
英语早期读写能力的养成建立在以下基础上：
先听才能会说；
去说才能会读；
会读才能会写。
如何才能让儿童记住更多的英文单词呢？背词典是不会有多大作用的，同样抄写成堆的单词也没多大效果。正确的方法是让儿童在适宜的环境下听懂和将含义正确的表达出来，也就是“听”和“说”。比如讲故事就是一个学习英语的好方法。
早期读写能力的养成还包括另一个方面，那就是视觉读写能力的培养。令人宽慰的是，这一能力的培养并不复杂，并且方法几乎适用于所有语言系统。视觉读写能力就是去看图片或者我们身边的事物并将看到的东西一一指认出来。这项能力应该在学校里培养，因为它有助于加快阅读能力的提高。当单词和图画对应上以后，符号和和图画的关系也就自然建立起来了，这样就可以帮助儿童理解词义。