Thinking about mode in becoming literate: oral and visual pathways to print

Thinking about mode in becoming literate: oral and visual pathways to print

Learning to read and write is a complex process and one that can be both exciting and challenging for young learners. Much evidence suggests that both oral and visual pathways to interpreting a range of media (both print and non-print) are not only important but critical in becoming literate. Oral language development is crucial for young children’s development as it supports their social and cultural awareness as well as their journey in finding their place in the world around them. Orality, including storytelling and story reading, plays an integral role in many communities and cultures so it makes sense to draw on such an approach in the development of literacy for young children. Similarly, visuality and the use of image through arts-based and play-based learning, impacts greatly on the ways in which children make meaning and learn to read and write with a variety of modes. This chapter therefore, explores both oral and visual aspects of literacy for younger learners and argues that creative and imaginative approaches to literacy are most beneficial. It also shares how these approaches to learning are integral for positive experiences in becoming literate for all children.

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