While some literacy acquisition theorists suggest that literacy acquisition is similar to oral language acquisition, I have to disagree. These theorists say that learning to read and write is a natural process that needs very little instruction, I have to disagree. According to Peregoy and Boyle, the authors of Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Leaners, English learners can benefit from English literature instruction well before they have developed full control orally. This statement informs me that while the two forms of acquisition seem correlated, they indeed are not directly a result of each other. While oral acquisition seems can come more easily with exposure, reading and writing acquisition …show more content…
(Peregoy and Boyle, pg.202) The authors express that the process of literacy acquisition is a very complex one that must be nurtured in a child for them to be successful. The text then goes on to elaborate on the complexity of literacy acquisition. Peregoy and Boyle wrote that, “In both reading and writing, all students must learn the forms of print, including letters and other symbols; and how these are sequenced into words, sentences and paragraphs to create letters, stories, recipes, and other forms of written communication.” Based off of the evidence that I have been given from Ch. 6 of Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Leaners I believe that literacy acquisition is not similar to oral language acquisition. Page 206 in text provides further evidence that oral literature development is different from written language development. One example that stood out to me was that every culture develops an oral language but not ever culture develops a written language. Another example of how oral and written acquisition develops different is that oral language is learned with little explicit instruction while most children must learn written language through also of explicit …show more content…
Phonetic awareness has been proven to aid in our students written and reading acquisition. I would also try to incorporate reading instruction using my student’s primary language. I would like to implement activities such as writing in journals and drawing pictures to illustrate what the students are writing about. In doing this, I hope my students can write and also illustrate the story they are trying to communicate to me. I would also like to read stories with my students and ask them to make predictive statements about the stories. I would also like to incorporate centers into my classroom that will help my students play in literacy-enriched areas. Examples of these centers would be places like a school, an office, a grocery store or a restaurant. While the students are not in my classroom, I will send home activities that include parental involvement. I would encourage parents to communicate with their students using their journals. They can write entries back and forth to each other to communicate. The student could even draw a secret message to their parents and have their parent try and figure out sentences that correlates to the picture. I would also like to send home storybooks for the parents to read to their children. These storybooks would come with an activity sheet that the student would need to complete. On the activity sheet I would ask students to draw
“Literacy—the ability to access, evaluate, and integrate information from a wide range of textual sources—is a prerequisite not only for individual educational success but for upward mobility both socially and economically,” states Sean Reardon (18). Literacy plays a significant role in civilized society. As Reardon mentioned, literacy is an important part of social and economic progression; therefore, it is unsurprising that thousands of dollars are poured into the education system each year to ensure that students can be considered literate. Reardon continues on to claim, “by third grade virtually all students can “read” in the procedural sense—they can sound out words and recognize simple words in context” (20). However,
Reading and writing are two of the most important functions performed on a daily basis by individuals. One problem in America is that a significant amount of the population cannot perform one or both of these tasks. These two tasks are commonly referred to as literacy. What encompasses a literate individual is a controversial topic. For example, if someone can read a sentence and decipher what it means does this mean the person is literate. Or should the individual be able to interpret a sentence as well as write and respond to a given situation to be considered literate. Due to this vagueness in what encompasses a literate individual, I will not state statistical information about the state of literacy in the United States. The statistical information is not important, rather the way the literacy rate can be risen in the U.S. is what is important. A general situation that has to occur to raise literacy rate is the situation where an individual has the desire to read and write and does not do so solely because of instruction from authority figures.
A child who is bilingual uses two or more languages in their everyday life (Wiles, as cited by Smyth, 2003). Literacy acquisition is much more than being able to read and write, it is also about the skills that are gained that enable one to read and write. For example, a bilingual child whose home language is Polish is learning English, and therefore learning to read English. Through his literacy acquisition, the focus would not be on the language being learnt but on the reading and the cognitive skills required to do so (Bialystok, 2002).
Children begin to develop reading and writing skills through language, phonics, phonemic awareness, vocabulary, comprehension, and fluency development. Some strategies that will help with a balanced approach is by incorporating guided oral reading, understanding the relationship between sounds and their depiction, comprehension, and vocabulary development. When children are using oral language they use it to speak and listen. This helps children to read and write by learning how to use
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
They reread the book several times drawing children’s attention to phonetic elements, modelling decoding strategies and mean making strategies by asking questions like, “what do you think this word might be”, “what letter does it begin with” and “what do you think might happen next in the story” (Savage, 2007, p. 114). Goodman (as cited in Oakhill and Cain, 2006, p. 379), suggest that using contextual cues during shared reading and providing the initial onset, is one of the ways children learn to read. Educators need to have the skill of coaching and how to scaffold learning as well as providing children with phonics experiences based on the shared reading book. For example, they may ask children to develop a word wall or word families from words taken from the book, while the educators model phonetic strategies. As with shared reading, guided reading is a strategy educators can use to support children to develop phonetic skills and phonemic awareness, which are important reading
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
Literacy Development Literacy learning and language acquisition are vital to young children’s cognitive and social development. For all students, a sturdy and solid early education is perilous to ensuring their long-term academic success. Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of grade 3. Improving reading programs in early childhood and primary classrooms is the key to making sure that all students read on grade level by the third grade. For young learners of English who are speakers of other languages (ESOL), the challenges of literacy and language development are different if they are learning in an all-English environment where they
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.
I think for evolution of the consciousness you need both orality and literacy. Literacy I think helps the consciousness deal with things that are more abstract allowing us the space to actually delve into those thoughts. It also allows us to store more information because we have the ability to revert back to what we wrote down. Orality is important to the development of consciousness in the way that in orality cultures you have to be able to remember what is said because there is no writing. Having to remember what is said forcing the consciousness to adapt to having the ability to retain more information in greater detail. The evolution depends on both orality and literacy for the expansion of the consciousness.
The Institute of Literacy, Bursuck & Damer, Shapiro & Solity all concur that teaching phonemic awareness in a whole group setting is beneficial. To increase success, the authors established a need for extra support and differentiation lesson is also needed with the whole group. According to Shapiro, Solity (2008) Bursuck and Damer using whole group instruction “was beneficial if the teacher also used differentiated learning.” Along with whole group instruction, students would receive differentiated activities; students at a “lower reading achievement would be given more practice on the previously learned material, while higher achievement students would receive an opportunity to progress in new vocabulary or material” (p. 614). To support struggling students, Bursuck & Damer (2011) set up a similar system of a three-tier instruction where students receive extra support, depending on the students needs, in the company of the whole class instruct...
There are times, we have the tendency to make things more difficult than they need to be. This can be the case when it comes to teaching literacy development in children. In this case, "the alphabetic principle is the understanding that words consist of letters that correspond to sounds" (Coats, 2013). That's it. We need to figure out ways that allow children to best learn this. I like the approach of teaching children different words and then play off those words by changing the first letter(s) to make a rhyming word. When children see how easily this can be done, they will quickly begin to associate the sounds the letters make with their visual recognition of the letters.
As a child enters a classroom they should be surrounded by literacy in every learning center around the room. “A learning center is a defined space where materials are organized in such a way that children learn without the teacher's constant presence and direction.” (Cited Landry, et al., 2014, pg. 12) These areas consist of blocks, dramatic play, music, toys and games, discovery, sand and water, art, easel, writing, library computer and listening. Each center needs to be set up to ensure supervision is assessable from all areas of the room as well as provide child friendly hands-on activities that generate individual creativity, observations and real life experiences. “Children should also receive multiple opportunities to experience specific linguistic concepts in diverse contexts and experiences organized to foster repetition as an integral part of the classroom routine.” (Cited Justice, 2004, pg. 42)
John Steinbeck stated that “Learning to read is probably the most difficult and revolutionary thing that happens to the human brain, and if you don 't believe that, watch an illiterate adult try to do it.” (142). The first time a child really understands the concept of reading it becomes an introduction to a whole new world. When one thinks of literacy the first thing one thinks of is the ability to be able to read and write. But literacy is much more than that, to me literacy is the key to all forms of knowledge as being literate opens up the doors to all forms of learning and continued learning. Building confidence as a reader, writer, listener and speaker is transformational in a person 's life. These core abilities are used every minute of every day to live in the world. Even in society a large degree of importance is placed on literacy. The in-class text by Sylvia Scribner states “I want to depict that is, the tendency in many societies to endow the literate person with special virtues”. (16) Throughout my life literacy has played a very important role, and has evolved and manifested itself in different styles, from my introduction as a small child
It is known, even to a person to whom the entire study of language isn't familiar, that the language is the greatest factor on which most of the human activities depend. Without any form of language, any cooperation and communication would be almost, if not totally impossible (World Book Encyclopedia 62). This significance of language is what draws scientists to study origin, differences and connections between languages. Constant change of today's languages is what amazes linguists even more. With the emergings of the new nations there was quite a number of new languages. One such case is the language of Former Yugoslavia, Serbo-Croatian, which is now called Croatian by Croats, Bosnian by Bosnians, and Serbian by Serbs. Though these languages were once united and actually dialects of one another, they split as the three nations split. With this came huge amounts of new words in Croatian and Bosnian which caused the Serbo-Croatian to rupture even further. There are few conditions that keep a language unchanged. They include a stable government, good communication, a centralized educational system, a set of beliefs and traditions, and a spirit of national unity (63) Beginning And Change of Language Today's languages all have three basic systems, phonology, grammar, and semology, and many have fourth system, writing. In the beginning, people talked and conversed, but they needed something that would record and later on recall words (Sparke 42). This destitution has resulted in early alphabets, pictograms. Pictures were used to represent objects and items. It was easy for people to represent those objects with the pictograms but it also was very hard to find a pictogram that would fulfill idea of, for example, craving (Laind 50-54). ...