Literacy development is considered to be a mixture of language, auditory, visual and perceptual skills. When the children acquire good language and literacy skills, they provide the foundation for social, academic, and community success. Most of the children need to increase the use of their oral language, to participate in conversations, ask questions, tell stories, and follow instructions. Good language skills are enhanced when the children are in environments with active interaction and language that helps them to express their thoughts and ideas. On the other side, visual literacy plays an important role in developing the children’s literacy skills. Many educational people think that visual elements are comprised only of graphical images. However, visual elements not only include text, but also integrate other sensory experiences. As a result, I planned three learning resources that can help in developing the children’s literacy skills and to enhance literacy and numeracy learning.
Learning Resource 1: (Teaching Phonics and reading skills to foundation year)
Learning Objectives:
1. Learning the letters sounds using different multi-sensory methods.
2. Children learn how to form and write letters.
3. Using the ICT to enhance the children’s interactive social skills as they use their oral languages to create sentences.
4. Keep the children
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Findings from the research evidence indicate that all students learn best when teachers adopt an integrated approach to reading that explicitly teaches phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension.” (Rowe, 2005, p. 3). Letters and Sounds are recognised as the ‘Foundation view of reading’ which is based on ‘word recognition’ and ‘language comprehension’. Both are considered to be essential to encouraging the children’s fluent
My literacy journey commenced at a young age. My story begins with the typical bed time stories and slowly progresses into complex novels. Some points in my literacy journey have made me admire the written word but other times literacy frustrated me. These ups and downs within my story have made me the person I am today. My parents noticed that my reading was not up to par with other children in kindergarten and I was diagnosed with mild dyslexia at the age of five. My parents provided me a reading mentor named Mrs. Mandeville who has shaped my literacy journey in many ways. Events in my childhood have shaped my literacy in various ways.
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
...dren developing early reading. As the guidance which comes with the Primary National Strategy framework states, schools “put in place a systematic, discrete programme as the key means for teaching high-quality phonic work” (DfES & PNS, 2006, p. 7). By teaching children to decode it helps them to develop their early reading and sets them up with skills to tackle almost any unknown word. There are many programmes which school choose to follow such as the government provided ‘Letters and Sounds’ or other schemes such as ‘Jolly Phonics’ or ‘Read Write Inc.’. Though there are many different companies’ schools can choose to follow the breakdown of how phonics should be taught is the same in all: phonics should prepare children to be able to decode any word they come across and teach itself in a multisensory way, one that interests the children and helps them to learn.
Literacy is the act of conveying, analysing and understanding messages to make meaning of interactions. Therefore, literacy can be defined as a multifaceted, continually evolving multimodal process using numerous semiotic systems for communication purposes. A literate individual is required to make sense of information received in order to articulate or express an appropriate response; although, literacy strengths will vary depending on the context or social situation. In an increasingly multicultural and technologically "savvy" classroom, the teaching and learning of multiliteracies is of particular importance as it ensures students gain the skills needed to successfully communicate in a modern world. Therefore, it is necessary for literacy to be described as multimodal, which includes the use of aural, gestural, linguistic, spatial, and visual modes with a purpose to send and receive information. The term multimodal also incorporates the use of art, digita...
My ongoing journey of literacy began in 1993. I was four years old. The memories I have of my first few years of school is very blurred, as they happened over twenty years ago. However, these early years of my life is where I believe my literacy journey began to take form.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
This detailed text provides an understanding of reading and writing through detailed case studies, reflective questioning and further reading; in addition to links with the Early Years Curriculum (EYFS)(DCSF, 2008) provide informative information accessible to both practitioner and parent. As pointed out by the authors, literacy relates to fifty % of the early learning goals, therefore highlights the importance by the practitioner to make the acquisition of literacy exciting and meaningful through a multitude of role play scenarios, stories, rhymes and oral language, thus providing opportunities for the child to put life experiences of literacy into context, while scaffolding existing knowledge.
My relationship with literacy began when I started elementary school and that was the first starting point of my positive relationship with literacy. I really started to grow as a reader and writer throughout my middle school and high school years. Throughout my years of going to school I had many positive experiences that shaped my view of literacy today. My literacy skills have also enhanced throughout my educational years.
Literacy is most commonly understood as reading and writing. But before children can read and write, they need to learn about sound, words, language, books and stories (Raising Children, 2015). Children begin to develop and gain knowledge quite differently and with support and developmentally appropriate learning skills children will also come to understand the connection between letters and sounds. Literacy development or early literacy is the most essential in the first three years of life as it the earliest experience children have with language, sound and the positive interactions between child and adult. Vygotsky (1978) believed in how children developed, and the important role of adults in leading child’s early development. The interactions
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
According to Dostal and Hanley (2009), emergent literacy is a slow and continual process that occurs from birth until a child can read and write in the ‘traditional’ sense. It incorporates all parts of language, such as viewing, listening, speaking, reading and writing. Emergent literacy skills and understanding can be facilitated in kindergarten and pre-primary through carefully organised routines, transitions, and learning centres, such as the science centre, writing centre, and socio-dramatic play centre. Emergent literacy can also be developed through the use of teaching strategies such as a language experience and shared reading.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
There are some theoreticians who view literacy in a form of social practice. In their view, social issues are also important components, as well as linguistic competence and understanding cognitive processes in language studies. Freire (1974) views literacy not only as a process of knowledge transformation, but also as a relationship of learners to the world. Vygotsky (1978) suggests two stages of development at social and individual level. In his view, literacy is a phenomenon that is created, shared, and changed by the members of a society. Gee (1996) similarly argues that becoming literate means apprenticeship with texts and apprenticeships in particular ways of being. In summary, literacy practices are not just about language, but about their interrelation with social practices.