The Ability To Read And Write Is Much More Than Phonic Instruction

In this article, Moats provides an overview of the whole language reading instruction approach as well as a critique of the approach, its shortcomings in literacy based on scientific studies, how and why it is still pervasive in classrooms today, and how educators can fix the situation. First, Moats presents the reader with the background of the phonics instruction versus whole language instruction “reading wars” debate which led many educators to try to synthesize the two different types of language instruction under what she refers to as “balanced literacy”. Whole language is literacy approach that deemphasizes phonics in favor of meaning; advocates of this approach believe that literacy is similar to natural language acquisition therefore children can acquire skills through exposure to print and teaching modeling without explicit phonics instruction.

During the next two decades, the focus of reading instruction shifted away from phonics based basal reading programs. Instead, research suggested teaching children how to think and

A literacy rich environment is essential for any emerging reader. Emerging literacy reflects "children's natural growth and awareness of print in the environment" (Genisio & Drecktrah, 1999, p. 227) and therefore the environment has to contain suffient enough manifestations of this print and other literacy material presented in an attractive way without overwhelming the child. "Clearly, literacy-rich environments are of value. They allow children to practice literacy behaviours and language in ways that make sense to them" (Roskos & Neuman, 1994, p. 264).

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:

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

For this reason, careful research and understanding of what the standards are asking educators to teach is required. Houck (2008) informs balanced literacy is a combination of teaching methods and strategies involving both whole language and skill development. Used correctly, balanced literacy has the potential to meet the needs of all students at their own individual level. All components of reading, including phonics, phonemic awareness, vocabulary, fluency, comprehension, speaking and listening, and writing are taught using this framework. Balanced literacy provides instruction by various methods. The use of read aloud, shared reading, guided reading, independent reading, word study, and writing are all used to provide students with a release of responsibility model in which they go from guided to independent work (Frey, 2005). The need for all components of reading to work together in order for comprehension to take place makes balanced literacy an instructional reform plan worth implementing (Beringer & Abbott, 2010).

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

Clay, M. M. (2005). Finding and Using the Information in the Print'. In Literacy lessons

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

Literacy is important for young children. It’s so much a child has to know before entering kindergarten. The Essentials of Early Literacy Instruction stressed the importance of teaching literacy. Early literacy is an emerging g set of relationships between reading and writing. Today a lot of terms have been referred to for literacy development for preschoolers the term that’s mostly used is early literacy. The term was chosen because the earliest forms of literacy development are forming reading and writing concepts. Linking early literacy to play is the most effective way to for young children to learn. There are many ways educators can teach literacy activities such as rich teacher talk, storybook reading, phonologic awareness activities, alphabet activities, support for emergent writing, shared book experience, integrated, and content-focused activities, Young children understand print by oral and written language. Asking students to help read a book and turn the page help them understand the basics of a book. There are at least three critical content categories in early literacy: oral language comprehension, phonological awareness, and print knowledge. Children need to learn phonological awareness, alphabet letter knowledge, the function of written language, a sense of meaning making texts, and vocabulary. Alphabetic writing is quite difficult once children understand the language of their community they learn which words stand for which concepts in that language.

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

Creating a literacy-rich environment is one of the key elements of supporting children’s literacy development. Literacy-rich classrooms tend to look quite different than the traditional classroom, covered in pre-made posters and arranged with individual desks in rows, and instead, allow for teachers to design their classrooms with their students’ needs in mind. According to an article on the Sadlier School’s blog, all elements in a classroom must be meaningful, intentional, purposeful, and engaging when creating a literacy-rich classroom. This means that classroom design is created in a way that it provides frequent opportunities to be exposed to text via environmental print, instruction, and hands-on learning as well as encouraging communication and collaboration (Sadlier School, 2017).

Balanced Literacy (Reading) Gradual Release Components of Balanced Literacy Goals Application Instructional Strategy/ Material High Level of Teacher Support Read Aloud/ Modeled Reading -Demonstrate proficient oral reading -expand access to text beyond students oral reading ability -examine thinking during the reading process -Reader’s workshop mini lesson -think aloud -Teacher reads aloud a selection to small group of children -picture – text/ -teacher-made picture book story Shared Reading -Model reading strategies -teach reading strategies -extend understanding of the reading process -share reading with the children -Reader’s workshop mini lesson -Teacher and small group of children read text aloud together -picture – text/ -teacher-made

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

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