DOI
10.31390/spark.2.1.04
Abstract
Preparing children for the transition to kindergarten literacy instruction requires intentional support of foundational early reading skills in prekindergarten classrooms. At the same time, early childhood educators must balance explicit instruction with developmentally appropriate practices (DAP) that emphasize play, exploration, and child-centered learning. This article describes instructional practices that support the development of emergent reading skills, particularly letter recognition and phoneme identification, within prekindergarten settings. Drawing on research in early literacy development, the article outlines a small-group instructional routine that includes shared storybook reading with print referencing, phonemic awareness activities, and multi-sensory, play-based practice opportunities. Examples of center-based activities that reinforce letter-sound knowledge while maintaining developmentally appropriate instruction are also provided. By integrating explicit instruction with engaging, hands-on learning experiences, prekindergarten teachers can support the development of foundational literacy skills that help prepare young children for successful reading instruction in kindergarten.
Recommended Citation
Rueter, Denise; Simmons, Laura K.; and DiCarlo, Cynthia
(2026)
"Building Early Reading Foundations in Prekindergarten: Preparing Students for Kindergarten,"
Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators: Vol. 2:
Iss.
1, Article 4.
DOI: 10.31390/spark.2.1.04
Available at:
https://repository.lsu.edu/spark/vol2/iss1/4