Language And Literacy Development

The learning provisions for development in literacy are extremely important and can be reached by using their language skills. They learn to communicate with others through three main ways: they are Speaking, Reading and Writing. These three areas interact with each other and develop the Childs self-expression and imagination. They must be given the opportunity within all different subject areas to use and extend their language so that their thinking skills progress to a higher level.

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

The use of formal and informal reading assessments provide important data that allow educators to identify at risk students (Tompkins, 2010). The data collected from the assessments address any factors that may prohibit the development of students’ reading and writing skills. In addition to the assessments, the more an educator can learn about students’ backgrounds and their past reading, language development, and writing experiences the more instructional strategies can be designed to specifically meet the needs of diverse learners in the classroom.

Literacy is defined as being literate, that is, being able to read and write in a language. My personal experience with literacy began at an early age, at the age of 4 when I began to sit and read words and letters in the back of my mother’s car. Soon enough, she would bring me a magazine called “Majed” which, in the 90’s, was a popular magazine. With this, I began even more interested in reading and writing and reviewed every word in the magazine associated with each of the short pictured stories. It was the first memory I deeply recall of literacy and it was what laid the foundation for my personal love of reading and writing. The methodology used for this is an interview. There are three interviews which are analyzed and brought together in the form of a narrative. This narrative serves to better explain the emotions and thoughts that the interviewees had about the idea of literacy.

In her article, Mainstreaming English Language Learners: Does it Promote or Hinder Literacy Development?, author Esther Somé-Guiébré, discusses the impact on literacy development when English language learners (ELL) are placed in mainstream classrooms. In this study, she followed two ELL students who are native French speaking African immigrants in the fifth grade in American schools. One of the students was a recent immigrant, only arriving five months ago, and the second was in her third year of schooling in America. The major concepts Somé-Guiébré highlights are the content knowledge exposure, lack of collaboration between ELL and mainstream teachers, as well as the limited interaction between teachers and their ELL students.

Language and literacy play a huge role in childhood development. In this paper I will be discussing the topic, letter and word recognition. My standard states; with modeling and support, recognize and name some upper and lower case letters in addition to those in first name. The activity I chose for this standard is called matching alphabet rocks. I chose this activity because of Marzano’s Nine Essential Instructional Strategies, but I focused on the firth strategy. The strategy states that nonlinguistic representations have been proven to stimulate and increase brain activity. In this activity students will match their lower case letters to their upper case letters. I will set up this activity by having lower case letters written on the rocks

Early childhood professionals have understood the importance of language and literacy in young children for quite some time. Early literacy plays a key role in facilitating the kind of early learning experiences that corresponds with academic achievement, reduced grade retention, higher graduation rates and an increase in productivity during their adult life. (Elliott) A child’s journey towards literacy involves learning to speak, listen, read, understand, watch, draw, and write. The building blocks for constructing these skills begin at birth. Throughout this paper, I will explain the components of a well-designed literacy activity, why each piece is important, and how

Throughout my field experience this semester, I learned a lot about literacy learners and teaching/learning. From my final tutoring session, I learned that literacy instruction that works for one student may not necessarily work for another and that it is important to teach literacy instruction using a variety of techniques and strategies (Serravallo, 2015). First, I learned how important it is to cater literacy instruction to the individual student. I have learned about many great instructional strategies for teaching literacy but not all strategies are going to work for every student. It is important to select strategies that build on student strengths to support the student’s literacy needs (Serravallo, 2014). I also learned that a

Language is the acquisition and implementation of rules that govern translation of thought into communication; whereas literacy is the ability to decipher said information. Language originally conveyed concrete ideas through the use of body language and symbols; however, the development of language, now, allows the use of abstract ideas. Language is shared through such ways as, written, graphic and spoken communication. Without correct understanding as to the rules of language, a person’s ability to be literate is diminished; therefore, a person can only be literate if the understand the rules. In the development of language, the rules were not written; yet, today, many of the rules are

The way we read literacy is dependent on language and how choices of language relate to the context. If one was to read an email, book or application, there are different measurements to take note of to grasp an idea on specifications. An application, for example, would involve much more formal language compared to an email directed at a close friend, or a scientific report paralleled to a fictional novel. These exemplars also highlight the manner of communication used and the audience to whom it is presented. A register is a term referring to grammatical choices that depend on situational context, relationships of participants in conversation and the channel of communication. These can be easily summarised respectively as the field, tenor

Summary: This chapter introduces the views of Piaget, Vygotsky, and Bronfenbrenner in child development over time. They developed different theories on how people grow, adapt, and change through either personal, socioemotional, cognitive, and language development.

The achievement of oral language is a normal development for the performance of most children. The child’s (ren) understanding to communicate will began to increase with age, however, it will not establish the growth increase process right away but it will contribute to the perfection progress as the children starts to read and transform into a more experienced reader. Learning and communicating more adequately

EE203 is a 2nd grader at ABC Primary School. EE203 was referred to the Problem-Solving Team due to his low Text` Reading Comprehension score on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). EE203’s teacher reported that he was able to comprehend stories, but he struggled to write out his answers. She noted that his writing pace is slow, and he struggles to maintain a proper pencil grip. EE203’s handwriting was also mentioned as a concern. Additionally, EE203’s teacher said that she is concerned about his progress with his sight words. EE203’s teacher noted that he has some concerns with motivation in the classroom and requires frequent prompting. His teacher reports that he enjoys school and works well with his peers.

In the world of teaching, the teachers all hope for a day when the class group can work through a lesson as one unit, comprehending the grade level materials, applying the new knowledge to real life scenarios, and exceeding what is expected on any given assessment. In a perfect world, this may be the case. However, our world is not perfect and the students do not learn by molding to a “one size fits all” category. Learning is individualized, just like teaching, every student learns at their own pace. For some students, learning is a more difficult task and requires more from the teachers. More time, more practice, and more individualized interventions are required for these types of learners. A subject that often requires extra attention is literacy. Reading and writing is a basis for all subject areas, if these skills are a weakness for a student, then all other subjects will suffer to one extinct or another.

My personal experience in language, literacy and numeracy education is not only significantly different to fellow students within my cohort, but also fairly unique due to the entrepreneurial and adventurous upbringing my parents provided. These experiences not only ensured I am able to perform well academically in school and beyond, they also fostered good learning habits and installed the constant willingness to learn and absorb new knowledge in me. From my own experiences, I recognised the urgent need for teachers to address diverse levels of language, literacy and numeracy abilities of students within a classroom and to cater such diversity, preventing students who are already struggling from falling further behind. The experiences also emphasised the importance of activating students’ prior knowledge and interests in motivating them to learn.