Children's Emergent Literacy.(Brief Article)

This publication, which grew out of an emergent literacy conference held in May 1991, begins with a poignant foreword by James Moffett. The book's underlying concept is that children should not be categorized as haves and have-nots in regard to acquiring early reading and writing success. Rather, their efforts should be considered along a growth continuum of literacy development. The focus shifts to what a child can do rather than what he or she can't do.

This concept is quite important for supervisors and curriculum developers who are now immersed in whole language, writing across the curriculum, interdisciplinary thematic units, and others practices that integrate …