Childhood Literacy Instruction

3. Assessment of Literacy Development in Early Childhood is a research that was conducted by Johnson, Peter H, and Rogers, Rebecca. Both authors highly believe in assessing literacy development, since it is a huge aspect in students’ literacy development. Both authors state, “Most literacy assessment occurs in the school years because, at least in most Western countries, literacy learning is considered the responsibility of the school, though when school literacy instruction actually begins…In the United States, since the thirties, literacy-related assessment has occurred in the early years of schooling because of beliefs about the relationship between learning and development” (pg. 1).

Within my school teaching literacy takes place in everyday classroom. The format of this teaching varies to include different activities for each day. Certain aspects of literacy are taught every week. The teachers are to ensure that the work planned is appropriate for the age stage and ability of the children. They use strategies such as talk partners and small group work to allow children to develop their oral skills and ability to communicate and cooperate with their peers. Emphasis is placed on the acquisition of effective oracy skills in the early years and foundation phase. Role play areas are set up in partnership with the children so that they can practice speaking Listening and drama based activities within a meanful context.

In the past, the importance of the experiences children have throughout early childhood were often overlooked (Paulson et al., 2004) Now, evolving into literacy as a focus in a young learner’s world in order to allow them to develop the skills necessary to be successful in the future. The key component of literacy instruction in early childhood, it the use of variety. To meet the differing needs present in the classroom, a variety of instructional strategies and learning opportunities must be utilized. This idea is known as differentiated literacy instruction.

As a future teacher of a fast-changing generation that searches restlessly for new interests, I believe that old and new must meet to keep the basic values of a balanced literacy. Focusing on prior knowledge, collaborating with colleagues, peers, families, and community, creating connections with our surrounding, and empowering students’ learning style throughout the process of gaining knowledge of reading and writing. Foremost, my personal philosophy of teaching literacy is based on constructivism and sociolinguistic, where hands on experience and guidance are priority in an informational world. To facilitate a child’s acquisition of literacy skills , as I plan for literacy instruction for my future classroom, I will take into consideration

The aims and importance of learning provisions for literacy development is to give children the opportunities and possibilities open to them and benefit from more effective teaching of reading and to marrow the achievement gap between disadvantaged students and their peers. The importance of reading is at the heart of this insight as pupils that can read are more likely to have a more positive future. They will be more likely to do well in school and get good qualifications and have a rewarding career later on. Compared to those who are constantly at a disadvantage.

Learning to read is beginning to develop earlier in elementary grades. Students are expected to be emergent readers by the time he or she leaves kindergarten and enters first grade. If a child is not, he or she is labeled as being behind. According to Hughes (2007) emergent readers are using early reading strategies in consistently, read easy patterned text, retell text with simple storyline, and respond to text at a literal level. Hughes (2007) also says literacy develops in young children through play, daily conversation and interactions with text of all kinds. Many children come with emergent literacy skills; can recognize signs and labels, scribble letters, retell stories by pointing at pictures and talking about them, and some have varying degrees of phonemic and phonological awareness. This essay will define and explain implication for each theory in learning to read.

The need for basic literacy skills is vital in order for our nation to continue to operate successfully. With approximately 5 million students, graduating below the National Standard for Literacy and unable to read, we must take a look at the curriculum and teaching techniques to assess whether the current systems need to be revised to better assure ALL students are successful. (Adolescent Literacy: A Policy Research Belief p. 1) The issue begins first with the definition of “Literacy”, and the fact that there are several aspects of literacy which are not currently included in the curriculum. Another issue is the “old” standards which are in place do not support the level of diversity which is now seen in many school systems. Then

With the emergence of No Child Left Behind, the National Literacy Strategy of 1998, and even more recent the Ohio Third Grade Reading Guarantee test, it is not longer the norm to accept that a child may be unable to read. The Literacy Strategy of 1998 has certainly put primary schools under more pressure to teach reading (and to teach to the tests) and they have been doing so much more intensively since then. The National Literacy Strategy that was introduced in fall 1998 intended to play a major role in increasing the standards in literacy and reduce the lower expectations of the education system. (Wall, 2003)

Literacy Instructional Strategies Babies begin to learn language even before being born and respond to variety of sounds. It’s crucial for parents or educators to build their language skills which will further develop their skills and start to make connections. Literacy is the ability to read, write, communicate, and comprehend if the child can’t read then they will struggle to communicate. The younger the child is taught the better they will develop stronger listening, speaking, writing, and reading skills. Not all children develop in the same way and can struggle with some components of literacy so differentiation is essential for teachers to incorporate in order for the child to succeed.

Emergent literacy intervention is most beneficial when it begins early in the preschool period because these difficulties are persistent and often affect children's further language and literacy learning throughout the school years. Promoting literacy development, however, is not confined to young children. Older children, particularly those with speech and language impairments, may be functioning in the emergent literacy stage and require intervention aimed at establishing and strengthening these skills that are essential to learning to read and write.

A teacher’s learning instruction is essential and paints the picture for a child’s success in society. A teacher’s literacy instruction provides children with the needed skills to be fluent in reading, writing, phonemic awareness, and math. Phonics and phonemic awareness also help with reading comprehension. Preparing a child for fluency and comprehension means doing the basics and leading up to the high expected skills. Each step in developing reading and writing is built off the other; for example, cause and effect. What is an affective comprehensive literacy instruction? Is one better than the other? This essay will define comprehension literacy instruction and explain how to scaffold a child’s literacy development.

According to Provo City Library’s (2010) archived information, a young child’s knowledge of skills before they can read or write words is known as Emergent literacy. As a matter of fact, researchers posit that society produce literacy in children as young as one year old when parents, educators or care givers take the time to help prepare the child by implementing skills everyday beginning from birth. Strangely enought, a child's parents help prepare their child to become a successful reader by implementing such skills everyday when parents take time out and interact with their child by using the serve and return method. Serve is the action when a baby points to something, kicks arms, etc.Return is when the parent’s action of looking at what

Teaching children how to read is the most influential part of a child’s education. The base of any child’s education relies on the ability to read and write. Many children all over America will grow older without having a proper education. In result of this, many jobs are unreachable to America’s population that can not do daily basic educational activities. Teaching methods have an immense impact on child literacy.

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

The data presented in this study, is directly relevant to the present research aims previously stated in the purpose. To get into the larger study, classroom teachers participated in 1-hr information sessions provided by the school district. To recruit children in the study, consent forms were sent to caregivers of all the children in each classroom. The screening process allows up to 10 individuals into the study, 6 with IEPs and 4 children who were typically developing. In addition to the information sessions, teachers were required to complete a portfolio of questionnaires. Also, a 2-hr observation was conducted in order to find out the quality of the classroom literacy environment. Each classroom was videotaped during the observations. The portfolio was finished with the caregivers of the children answering questionnaires, including about their demographic characteristics and indirect assessment of the child’s literacy development.