Exam (elaborations)
EML1501 ASSIGNMENT 4 2023
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Exam of 15 pages for the course EML1501 - Emergent Literacy at Unisa (ANSWERS AVAILABLE)
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LOLA JACOBS ASSIGNMENTS 0618151315EML1501
Assignment number: 04
Year: 2023
PREVIEW:
Question 1:
1.1 Phases in the development of spelling and discussion of the first two:
Spelling development in children can be divided into several phases as they progress in their
understanding of phonetics and language rules. The following are the phases:
1.Pre-communicative Phase
2.The phonemic phase
3.the transitional phase
Discussion of the first two phases:
, LOLA JACOBS ASSIGNMENTS 0618151315
Question 1:
1.2 Phases in the development of spelling and discussion of the first two:
Spelling development in children can be divided into several phases as they progress in their
understanding of phonetics and language rules. The following are the phases:
1.Pre-communicative Phase
2.The phonemic phase
3.the transitional phase
Discussion of the first two phases:
Pre-communicative Stage
The Pre-Communicative Stage is the earliest phase in the development of spelling and
typically occurs during the preschool years and the early years of primary school (ages 3 to 6).
At this stage, children begin to experiment with writing and make attempts to represent
words on paper, but their spellings are not yet recognizable as conventional or standard
spelling
Characteristics of the Pre-Communicative Stage:
Random Scribbles: Children in this stage may produce random scribbles on paper
that resemble drawings rather than conventional writing. These scribbles are
often expressive but do not convey specific messages or meaning to others.
Letter-Like Symbols: As children become more exposed to letters and writing,
they may start using letter-like symbols in their writing attempts. These symbols
might resemble letters or be a combination of random lines that appear like
letters to the child.
Lack of Phonemic Awareness: Children in this stage have limited understanding of
the connection between letters and sounds (phonemes). They do not grasp the
phonetic principles underlying spelling, and their written attempts are not based
on phonemic representations.
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