Effective Literacy Practices
Sheila Morgan
Walden University
Fall 2016-2017
Abstract
The purpose of this paper is to define what effective literacy practices are, provide an example of effective literacy practices at work and how these practices can be implemented within my current classroom. Additionally, I will provide resources that both my colleagues and parents may find instrumental in the success of their students if implemented and used with fidelity.
Effective Literacy Practices
Merriam-Webster defines literacy as: the ability to read and write. This definition of the word like many other entities have evolved over time. Now literacy goes beyond just the “ability to read and write”. Being literate in today’s world now encompasses so much more then “reading and writing” In fact the National Assessment of Adult Literacy, there are three levels of literacy these levels consist of: prose literacy which is the knowledge and ability to perform prose task such as comprehension and use of continuous text like instructional materials, brochures and news articles. Document literacy which includes possessing the skills necessary to comprehend and use non-continuous text in varying formats such as maps, food labels, job applications and transportation schedules. Finally, quantitative literacy which is the ability to perform quantitative tasks or performing tasks with numbers embedded in printed materials, like balancing a checkbook or figuring out a tip amount. Due to this shift in what it means to be literate by today’s standards there has been a reactive systematic shift in education practices to create literate students. Effective Literacy Practices in “Practice” The article Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching addresses the issues of struggling readers and how direct and explicit instruction is essential to developing literacy skills in this demographic. …show more content…
Rupley, provides a framework of instructional strategies that includes providing explicit instruction, modeling reading strategies for students as well as, and guided practice. Additionally, Rupley address the need to integrate instruction to include phonemic awareness, phonics, fluency, vocabulary, and comprehension exercises. Part of the direct, explicit framework requires the teacher to implement the following consistently: Review and check previous work. Present new material. Provide guided practice. Provide feedback and corrections. Provide independent practice. Provide weekly and monthly reviews. In the implementation of this method it fundamentally incorporates or embeds several components of effective literacy instruction which includes activating prior knowledge or schema, relating past learning to new learning, modeled instruction and guided practice as well as engaging readers. Why is this meaningful? Rupley, makes a point of addressing several different components that when utilized in the classroom setting provides long term results in the acquisition of literacy skills for emergent readers. Often times in many school settings the use of gradual release modality is incorporated where the teacher demonstrates, the class works with the teacher then students are released to work on their own a particular concept or skill. The issue with this however is if students are already struggling with reading at the basic level the gradual release modality cannot come into play until students are explicitly and systematically taught certain skills needed. In many cases scaffold instruction is needed prior to the explicit instruction of new skills. One step that is particularly important is the explanation of why this is relevant to the student’s life. As previously discussed often students who struggle in reading come to us [school] already behind for a number of reasons, lack of resources, home support, or cognitive and developmental delays. Because of this many students cannot or do not have the capacity to …show more content…
Therein lies the use of different strategies and resources, and one that is vital to the success of struggling readers is direct explicit daily instruction in each of the five reading components. This is especially the case for ELL and ESOL students as well. Through continual use of this type of instruction teachers, students and parents alike will see the results.
References
Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching. Reading & Writing Quarterly, 25(2-3), 125-138. doi:10.1080/10573560802683523
(n.d.). Retrieved November 06, 2016, from http://www.merriam-webster.com/
A-Z, B. S. (n.d.). National Assessment of Adult Literacy (NAAL) - What is NAAL? Retrieved November 05, 2016, from
Sheila Morgan
Walden University
Fall 2016-2017
Abstract
The purpose of this paper is to define what effective literacy practices are, provide an example of effective literacy practices at work and how these practices can be implemented within my current classroom. Additionally, I will provide resources that both my colleagues and parents may find instrumental in the success of their students if implemented and used with fidelity.
Effective Literacy Practices
Merriam-Webster defines literacy as: the ability to read and write. This definition of the word like many other entities have evolved over time. Now literacy goes beyond just the “ability to read and write”. Being literate in today’s world now encompasses so much more then “reading and writing” In fact the National Assessment of Adult Literacy, there are three levels of literacy these levels consist of: prose literacy which is the knowledge and ability to perform prose task such as comprehension and use of continuous text like instructional materials, brochures and news articles. Document literacy which includes possessing the skills necessary to comprehend and use non-continuous text in varying formats such as maps, food labels, job applications and transportation schedules. Finally, quantitative literacy which is the ability to perform quantitative tasks or performing tasks with numbers embedded in printed materials, like balancing a checkbook or figuring out a tip amount. Due to this shift in what it means to be literate by today’s standards there has been a reactive systematic shift in education practices to create literate students. Effective Literacy Practices in “Practice” The article Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching addresses the issues of struggling readers and how direct and explicit instruction is essential to developing literacy skills in this demographic. …show more content…
Rupley, provides a framework of instructional strategies that includes providing explicit instruction, modeling reading strategies for students as well as, and guided practice. Additionally, Rupley address the need to integrate instruction to include phonemic awareness, phonics, fluency, vocabulary, and comprehension exercises. Part of the direct, explicit framework requires the teacher to implement the following consistently: Review and check previous work. Present new material. Provide guided practice. Provide feedback and corrections. Provide independent practice. Provide weekly and monthly reviews. In the implementation of this method it fundamentally incorporates or embeds several components of effective literacy instruction which includes activating prior knowledge or schema, relating past learning to new learning, modeled instruction and guided practice as well as engaging readers. Why is this meaningful? Rupley, makes a point of addressing several different components that when utilized in the classroom setting provides long term results in the acquisition of literacy skills for emergent readers. Often times in many school settings the use of gradual release modality is incorporated where the teacher demonstrates, the class works with the teacher then students are released to work on their own a particular concept or skill. The issue with this however is if students are already struggling with reading at the basic level the gradual release modality cannot come into play until students are explicitly and systematically taught certain skills needed. In many cases scaffold instruction is needed prior to the explicit instruction of new skills. One step that is particularly important is the explanation of why this is relevant to the student’s life. As previously discussed often students who struggle in reading come to us [school] already behind for a number of reasons, lack of resources, home support, or cognitive and developmental delays. Because of this many students cannot or do not have the capacity to …show more content…
Therein lies the use of different strategies and resources, and one that is vital to the success of struggling readers is direct explicit daily instruction in each of the five reading components. This is especially the case for ELL and ESOL students as well. Through continual use of this type of instruction teachers, students and parents alike will see the results.
References
Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching. Reading & Writing Quarterly, 25(2-3), 125-138. doi:10.1080/10573560802683523
(n.d.). Retrieved November 06, 2016, from http://www.merriam-webster.com/
A-Z, B. S. (n.d.). National Assessment of Adult Literacy (NAAL) - What is NAAL? Retrieved November 05, 2016, from