讀寫萌發概念不僅已在學術界被廣泛的接受，也在幼兒教育 實務界被不斷地推動。雖然讀寫萌發包含閲讀萌發和書寫萌發， 但相較於閲讀已是幼兒教育的核心課程之一，書寫卻因種種因素 尚無法被幼兒教育實務界和家長們接受。本論文深度回顧從1930 年代Vygotsky和Luria對幼兒書寫的研究，1980年代Ferreiro 從Piaget的觀點看幼兒書寫發展、1986年Teale和Sulzby正 式提出讀寫萌發概念，以至近幾年各方學者對書寫萌發的實證研 究。從早期的研究以至於近年的討論都在在支持：閲讀和書寫不 僅是同時發展，更是相互影響。最後，本論文呼籲幼兒教育界重 視幼兒書寫萌發，摒棄早已被西方學界推翻的先閲讀後書寫的傳 統概念。

The concept of emergent literacy has been accepted by teachers and researchers worldwide. Although emergent literacy includes reading and writing, reading has attracted more attention than writing. This paper reviews those distinguished emergent writing studies from ^gotsky, Luria, Ferreiro, Sulzby, as well as recent empirical studies, ^gotsky was the first to present the theory of children's early writing; he urged parents and teachers to teach young children the written language rather than just writing letters. Luria conducts a longitudinal study to explain how children^ scribbles are in fact meaningful. Ferreiro extends Piagefs theory and reveals children^ written language knowledge before they receiving formal instruction. Teale and Sulzby formally proposed the concept of emergent literacy in 1986. Sulzby points out that children’s early reading ability related to their parent-child story reading experiences. In addition, researchers from different fields have added their findings to support that the development of early writing and reading are not only reciprocal but also concurrent. At last, this review tries to call attention that literacy learning is not reading first, but reading and writing together.