ABSTRACT
The 1970s and early 1980s groundbreaking studies were conducted to examine the children's early language and literacy development as well as the reassessment of the concept of reading readiness. Language and literacy researchers proposed a reconceptualization of the process that children experience from birth to the time when they are able to read and write, which addresses M. M. Clay's proposed term ‘emergent literacy.’ The emergent literacy concept extended throughout the 1980s and 1990s as part of developmentally appropriate practice that focused on providing young children with developmentally appropriate experiences for their literacy learning. During the 1960s and 1970s developmental theories continue to change based on L. S. Vygotsky's social development theory. Language and literacy development is a structure of cultural development, which is part of a socio-historic framework. Teachers are encouraged to offer young children instruction that corresponds to their developmental level, cultural level, and ability level in both oral and written language.
