The article presents information regarding the developmentally appropriate practice in the early literacy stage of children. It reflects that the typical literacy learning like practicing the alphabet while writing letters of their names may be helpful to address the achievement gap that differentiates children from low-income circumstances and affluent environment. The authors comment that such practices may help the children to catch up the alphabet and letter sounds and many other understanding like the difference between the printed symbols and drawing. But the authors disagree with these practices. They argue that this type of instruction may consign children to a narrow and limited view of reading that is antithetical to their long term success in schools as well as in their life. They views that such instruction might actually undermine the very goals of improving literacy learning. The authors highlight the key principles of early literacy as defined in the 1998 International Reading Association and National Association for Education of Young Children in a joint position statement.
Available at: http://works.bepress.com/kathleen_roskos/31/