Although the educative contexts of direct instruction, teacher-guided play, and child-directed free play have been individually examined and endorsed for promoting early literacy, the enactment of lit

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• What's inside the box? Children's Early Encounters with Literacy in South African Classrooms. (2004)

  The writers suggest that rather than being viewed as 'black boxes', the sites of early literacy practices should be investigated as complex multi-semiotic communicative environments in which the differences in the environments result from how the teachers in each site invent their activities around literacy differently, despite following the same broad curriculum.

  Keywords: literacy environments writers suggest rather viewed black boxes sites early practices investigated complex multi semiotic
• Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools (2015) · doi

  While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary school students living in poverty and their relationship to foundational reading skills for struggling and nonstruggling readers.

  Keywords: literacy home reading students activities access materials associated positive outcomes urban suburban little known environments
• Storied selves: A critical discourse analysis of young children’s literate identifications (2012) · doi

  Given this gap in the literature, we ask: How do young children author themselves as literate in the domains of school and home? What social languages, cultural models, discourses, relationships and situated identities do they enact? To answer these questions, we drew on interviews conducted with first and second grade students who participated in a literacy clinic at an urban school site.

  Keywords: school given literature young children author themselves literate domains home social languages cultural models discourses
• The Challenges of Promoting Literacy Integration Within a Play-Based Learning Kindergarten Program: Teacher Perspectives and Implementation (2018) · doi

  Although the educative contexts of direct instruction, teacher-guided play, and child-directed free play have been individually examined and endorsed for promoting early literacy, the enactment of literacy behaviors across these contexts in kindergarten has not been widely examined.

  Keywords: contexts play examined literacy educative direct instruction teacher guided child directed free individually endorsed promoting