National Literacy Strategy Of 1998

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).

Multnomah County had a survey done for kindergarten teachers. The results suggested that 19.4% of their students were not headed toward literacy success, due to a lack of necessary language and pre-reading skills. There is a 90% probability of a child that is a poor reader in first grade, still being a poor reader three years later, in fourth grade (http://www.co.marion.or.us). As Early Childhood Educators, we must help our students.

Times are changing. Literacy is not only a problem that the English teacher has to deal with. Literacy is defined as the ability to read and write (Oxford Dictionaries). However, you have to use different skills to read a novel than you do with reading a science question. So it only makes that literacy should be taught in different ways for each different subject. It does a student no good to be able to physically read a science question but have no idea what it’s asking for. The last five years have seen unprecedented attention given to the literacy achievement of adolescents in secondary schools in the United States. Spurred by the release of flat or declining reading scores on national tests. (Donahue, Daane & Grigg, 2003). This could be easily linked to a lack of literacy techniques being taught in schools.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

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.

[The essential literacy strategy that I am using in the learning segment is identifying problem(s) and solution(s) of a story. This is evident through the Common Core State Standard RL. 2.3, which states “Describe how characters in a story respond to major events and challenges.”This standard is evident in my lesson plans when learners are identifying problem(s) and solution(s) in leveled text and their own individual books. They will be filling in a graphic organizer or creating an anchor chart with their findings this literacy is provided in my learning objective, when it states, “Learners will be able to identify a problem or problems by doing a picture walk of their short stories and flagging them with sticky notes.” Another learning objective

Cynthia Haven is the writer of an article called “The New Literacy: Stanford study finds richness and complexity in students' writing” that is a study based on the amount of writing college students do. She followed students at Stanford during their undergraduate years and the first year after that. She discovered that today’s students are writing more than any generation before it. Cynthia had the students she was studying submit all of the writing they did, academic or personal. She found that only 62 percent of the work submitted to her was for classes; the rest of the material was “Life writing”.

For this assignment I’ll be conducting a practicum observation, and do a Web search for additional literacy strategies that can encourage literacy growth.

The literacy crisis is a very prevalent issue in the United States of America. Many Americans are not proficient in basic skills, such as reading and writing. Sara Gilgore, a writer for Education Week, interviews two early learning experts, Lisa Guernsey and Michael H. Levine. Guernsey states that, “more than two-thirds of American 4th graders are not reading at grade level in this country” (Gilgore). It is important for children at young ages to start building basic literacy skills because as children get older it will be harder for them to learn. This in turn will affect the child’s ability to learn and comprehend more advanced subjects in the future. Guernsey is surely right about elementary school students not being proficient in literacy because, as she may not be aware, recent studies have shown that twelfth grade students are also not adept at reading. Lynn Olson, a writer for Education Week, describes the results from a recent twelfth grade National Assessment of Educational Progress, “31 percent scored ‘below basic’ in mathematics, and 23 percent performed below basic in reading” (Olson). The percentages are already significant and if the U.S. continues not to do anything, then the amount of low performing students will continue to increase. Those unfamiliar with school systems may be interested to know that the type and quality of education a student is given, basically boils down to whether or not the school is located in an urban district and if the school

The focus of chapter four will center on the findings of a longitudinal study that determined the long-term impact on student outcomes of students who are successfully exited from early literacy programs. For purposes of this study, up to five years of data from five cohorts of grade-two students from a suburban school district in Connecticut who participated in an early literacy program will be employed. This data will then be compared to grade level data points from state and district reading assessments. This study seeks to determine if these students can sustain the ability to read at or above grade level as they progress through school. Further, those students in the cohort who were near grade level reading benchmarks and did not receive any additional interventions beyond grade two will also be evaluated to determine if this early literacy program provided the essential foundation from which students could continue to progress.

After a century and a half of universal public education, and despite the highest per-pupil expenditure on public elementary and secondary education in the world, forty percent of United States fourth graders read below the minimally acceptable level, according to National Assessment of Educational Progress (NAEP). And for minority students in inner-city schools, that rate is 65 percent. It is an accepted fact that children who do not read by fourth grade almost always fall behind in all other subjects. (It is even more moving to realize that children learned to read well in one-room schoolhouses before all of the debate about “best practices,” pedagogy, etc.)

Therefore, I was satisfied in 1997 when Congress subsidized the National Reading Panel (NRP) to assess research about instructing youngsters to read. In spite of the fact that there was at first a decent arrangement of debate about the discoveries of the report, all U.S. grade teachers were soon exceptionally mindful of the five "key components" of reading direction (phonemic mindfulness, phonics, familiarity, vocabulary, and appreciation). Educators of English language learners (ELLs), notwithstanding, were left to think about whether and how the discoveries of the NRP connected to their students. How would you show reading cognizance in English when they don 't yet fathom the English language? In 2002, the U.S. Branch of Education supported the National Literacy Panel on Language Minority and Youth to study, select, and orchestrate research on showing language-minority students to read and compose. What amount of assistance will this report accommodate educators of ELLs? We already knew this (see, for instance, Collier & Thomas, 1997), and it doesn 't help instructors working in circumstances where literacy guideline in the local language is unrealistic. Notwithstanding, this finding is in view of just 14 studies that took a gander at the direction of the fundamental components of reading with ELLs. In light of the little number of studies, this suggestion is in view of the way that there is nothing in these 14 studies that negates the discoveries of the various

There are many evidence-based practices that ensure that there are comprehensive literacy instructions. The practices are supposed to ensure that they produce proficient readers and literates. Some of the characteristics of proficient readers as described in the book by Gambrell, Malloy, and Mazzoni (2007) include independence in readers who use comprehensive strategies to gain meaning from the text that is relevant to their goals. Second, they ensure they acquire word recognition, fluency in skills, vocabulary and strategies so that they have the thinking power to attain meaning, Also, they make use of technology to ensure that they acquire high-level literacy. They also follow instructions from teachers and other instructors to ensure they acquire the best level of literacy.

Changing the trajectory of struggling readers starts in the classroom setting, with tier one intervention. In order to change a student’s reading trajectory we, teachers and specialists, must first understand the “comprehensive and balanced view of students’ literacy processes” (Risko & Walker-Dalhouse, 2015, p. 107). Risko and Walker-Dalhouse (2015) suggest a variety of “evidence-based assessments and instructional practices” (p. 107) to support struggling readers across a diverse spectrum. Some examples of these evidence-based practices including: providing rich contexts for learning, providing explicit instruction, and embedding skills and strategies. The authors also provide an example classroom scenario, where Ms. George implements some of these practices in her fifth-grade classroom. Overall, it is up to the classroom teacher to implement evidence-based practice, aligned with state standards, to support the needs of struggling readers within his/her classroom setting.

The quantative study examined teachers’ perceptions of literacy policies and procedures, and if professional developments were made available and beneficial to teachers. The methodology used was survey research. The authors kept an unbiased tone throughout the article, and used methods such as sampling, a focus group, measurement and scaling, and statistical analysis. Based on the information provided in the article, I concluded this is an objectivism epistemology.