EML1501 ASSIGNMENT 2 2026
DUE 2 JUNE 2026
QUESTION 1
1.1 Discuss the common thread between emergent speaking, emergent reading,
and emergent writing
a) Emergent speaking
Emergent speaking refers to the developmental stage where young children begin to
acquire oral language skills before they can read and write conventionally (EML1501
Study Guide, p. 9). The common thread that connects emergent speaking to other
literacy skills is that spoken language forms the foundation upon which reading and
writing are built. According to the study guide, "children learn to speak by listening to
those around them" and "listening is the first step to learning how to speak" (EML1501
Study Guide, p. 10). This means that without emergent speaking skills, children cannot
develop emergent reading or writing because they need vocabulary and oral language
comprehension to understand written text and to express themselves in writing. For
example, a child who cannot verbally describe an object will struggle to read words
about that object or write about it.
b) Emergent reading
Emergent reading is the stage where children demonstrate awareness of the reading
process before they can read conventionally. The common thread is that emergent
reading depends on listening and speaking skills while simultaneously supporting
writing development. The study guide states that "one's ability to read depends on the
number of vocabulary one has accumulated" and "the child has to be able to listen and
speak before any reading can occur" (EML1501 Study Guide, p. 56). Emergent reading
manifests through behaviours such as "turning pages, retelling the story in their own
,words and using book like language" (EML1501 Study Guide, p. 60). These behaviours
show that children are making connections between spoken words, printed words, and
meaning, which is the central thread linking all emergent literacy skills.
c) Emergent writing
Emergent writing is the developmental process where children "randomly scribble and
draw and then assign 'meaning' to the scribbles and drawings" (EML1501 Study Guide,
p. 13). The common thread is that writing is connected to reading and speaking as "two
sides of the same coin" (EML1501 Study Guide, p. 101). The study guide emphasises
that "the mastery of one influences the mastery of the other in the same way as listening
influences speaking" (EML1501 Study Guide, p. 84). Children cannot write what is
spoken without hearing what is said (phonological awareness), having vocabulary to
express themselves, or knowing that writing represents speech (print awareness). The
thread connecting all three skills is that they develop simultaneously and
interdependently from birth, with each skill reinforcing and building upon the others
through exposure to a literacy-rich environment and interaction with adults.
1.2 Evaluate the role of parents in promoting print awareness at home (5 marks)
Parents play a crucial and irreplaceable role in promoting print awareness at home.
Print awareness refers to the understanding that print carries meaning, that books are
organised from left to right and top to bottom, and that words are different from pictures
(EML1501 Study Guide, p. 14-15).
Parents are primary educators who create the first literacy environment for their
children. The study guide states that "parents are the first important adults in a child's
reading process" and that "important literacy skills begin in infancy" (EML1501 Study
Guide, p. 20). Parents can promote print awareness by interacting verbally with their
children, telling stories, and reading books and magazines aloud.
, Parents can use environmental print in the home. The study guide explains that
"environmental prints available to children in the home are food containers, detergents
packets, soup packets and many others" which "offer children an opportunity to read the
pictures and associate print with the picture" (EML1501 Study Guide, p. 60). When
parents point out labels, write grocery lists with their children, and display notices on the
refrigerator, they demonstrate that written words have meaning and purpose.
Parents serve as role models for reading behaviour. The study guide notes that
"children who are being read to at home, imitate reading behaviours like turning pages,
retelling the story in their own words and using book like language" (EML1501 Study
Guide, p. 60). Parents who read themselves and with their children show that reading is
a valuable and enjoyable activity.
without parent involvement, children may enter school without the foundational print
awareness needed for successful reading instruction. The study guide concludes that
"parents have to be encouraged to read to their children and not leave this for later
when they go to school" (EML1501 Study Guide, p. 61).
1.3 Argue the importance of developmentally appropriate material in a Grade R
classroom with suitable examples (10 marks)
Developmentally appropriate materials are essential in a Grade R classroom because
young children learn best through active, hands-on experiences that match their
cognitive, physical, and social development stages. The study guide states that "a
child's growth in all four literacy areas is based on triggering his/her learning interest,
enthusiasm, creativity, and desire for exploration and risk-taking" (EML1501 Study
Guide, p. 23).
DUE 2 JUNE 2026
QUESTION 1
1.1 Discuss the common thread between emergent speaking, emergent reading,
and emergent writing
a) Emergent speaking
Emergent speaking refers to the developmental stage where young children begin to
acquire oral language skills before they can read and write conventionally (EML1501
Study Guide, p. 9). The common thread that connects emergent speaking to other
literacy skills is that spoken language forms the foundation upon which reading and
writing are built. According to the study guide, "children learn to speak by listening to
those around them" and "listening is the first step to learning how to speak" (EML1501
Study Guide, p. 10). This means that without emergent speaking skills, children cannot
develop emergent reading or writing because they need vocabulary and oral language
comprehension to understand written text and to express themselves in writing. For
example, a child who cannot verbally describe an object will struggle to read words
about that object or write about it.
b) Emergent reading
Emergent reading is the stage where children demonstrate awareness of the reading
process before they can read conventionally. The common thread is that emergent
reading depends on listening and speaking skills while simultaneously supporting
writing development. The study guide states that "one's ability to read depends on the
number of vocabulary one has accumulated" and "the child has to be able to listen and
speak before any reading can occur" (EML1501 Study Guide, p. 56). Emergent reading
manifests through behaviours such as "turning pages, retelling the story in their own
,words and using book like language" (EML1501 Study Guide, p. 60). These behaviours
show that children are making connections between spoken words, printed words, and
meaning, which is the central thread linking all emergent literacy skills.
c) Emergent writing
Emergent writing is the developmental process where children "randomly scribble and
draw and then assign 'meaning' to the scribbles and drawings" (EML1501 Study Guide,
p. 13). The common thread is that writing is connected to reading and speaking as "two
sides of the same coin" (EML1501 Study Guide, p. 101). The study guide emphasises
that "the mastery of one influences the mastery of the other in the same way as listening
influences speaking" (EML1501 Study Guide, p. 84). Children cannot write what is
spoken without hearing what is said (phonological awareness), having vocabulary to
express themselves, or knowing that writing represents speech (print awareness). The
thread connecting all three skills is that they develop simultaneously and
interdependently from birth, with each skill reinforcing and building upon the others
through exposure to a literacy-rich environment and interaction with adults.
1.2 Evaluate the role of parents in promoting print awareness at home (5 marks)
Parents play a crucial and irreplaceable role in promoting print awareness at home.
Print awareness refers to the understanding that print carries meaning, that books are
organised from left to right and top to bottom, and that words are different from pictures
(EML1501 Study Guide, p. 14-15).
Parents are primary educators who create the first literacy environment for their
children. The study guide states that "parents are the first important adults in a child's
reading process" and that "important literacy skills begin in infancy" (EML1501 Study
Guide, p. 20). Parents can promote print awareness by interacting verbally with their
children, telling stories, and reading books and magazines aloud.
, Parents can use environmental print in the home. The study guide explains that
"environmental prints available to children in the home are food containers, detergents
packets, soup packets and many others" which "offer children an opportunity to read the
pictures and associate print with the picture" (EML1501 Study Guide, p. 60). When
parents point out labels, write grocery lists with their children, and display notices on the
refrigerator, they demonstrate that written words have meaning and purpose.
Parents serve as role models for reading behaviour. The study guide notes that
"children who are being read to at home, imitate reading behaviours like turning pages,
retelling the story in their own words and using book like language" (EML1501 Study
Guide, p. 60). Parents who read themselves and with their children show that reading is
a valuable and enjoyable activity.
without parent involvement, children may enter school without the foundational print
awareness needed for successful reading instruction. The study guide concludes that
"parents have to be encouraged to read to their children and not leave this for later
when they go to school" (EML1501 Study Guide, p. 61).
1.3 Argue the importance of developmentally appropriate material in a Grade R
classroom with suitable examples (10 marks)
Developmentally appropriate materials are essential in a Grade R classroom because
young children learn best through active, hands-on experiences that match their
cognitive, physical, and social development stages. The study guide states that "a
child's growth in all four literacy areas is based on triggering his/her learning interest,
enthusiasm, creativity, and desire for exploration and risk-taking" (EML1501 Study
Guide, p. 23).
