Developmental Milestones Of Early Literacy Chart
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1Developmental Milestones of Early Literacy
M OTO R
CO G N I T I V E
W H AT PA R E N T S CA N DO
6
T O
1 2
M O N T H S
• reaches for book
• looks at pictures
• h old child comfortably
• puts book in mouth
• vocalizes, pats pictures
• f ollow baby’s cues for
“more” and “stop”
• sits in lap, head steady
• prefers pictures of faces
• point and name pictures
• t urns pages with adult help
• sing and talk to your baby
1 2
T O
1 8
M O N T H S
• sits without support
• p oints at pictures with
• r espond to child’s
one finger
prompting to read
• may carry book
• m ay make same sound for
• let the child control the book
• holds book with help
particular picture (labels)
• b e comfortable
• t urns board pages,
• p oints when asked,
with toddler’s short
several at a time
“where’s…?”
attention span
• n o longer puts book in
• turns book right side up
• a sk “where’s the…?” and
mouth right away
let child point
• gives book to adult to read
1 8
T O
2 4
M O N T H S
• t urns board book pages
• names familiar pictures
• r elate books to child’s
easily, one at a time
experiences
• f ills in words in familiar stories
• c arries book around
• u se books in routines,
• “ reads” to stuffed animals
the house
bedtimes
or dolls
• m ay use book as
• a sk “what’s that?” and give
• r ecites parts of familiar stories
transitional object
child time to answer
• attention span highly variable
(e.g. at bedtime)
• p ause and let child
complete the sentence
2 4
T O
3 6
M O N T H S
• l earns to handle
• r ecites whole phrases,
• keep using books in routines
paper pages
sometimes whole stories
• read at bedtime
• g oes back and forth
• coordinates text with picture
• b e willing to read the same
in books to find
• p rotests when adult gets a
story over and over
favorite pictures
word wrong in a familiar story
• ask “what’s that?”
• reads familiar books to self
• r elate books to child’s
experiences
• provide crayons and paper
3
Y E A R S
A N D
U P
• competent book handling
• listens to longer stories
• ask “what’s happening?”
• t urns paper pages one
• can retell familiar story
• e ncourage writing
at a time
and drawing
• understands what text is
• let child tell the story
• moves finger along text
• “writes” name
• m oves toward letter
recognition
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