Literacy Pedagogy

2. Question:
Features of good literacy pedagogy
for children aged 3-8 years
a. At teacher/classroom level?
b. At school level?
c. Through partnerships with parents
and the wider community?

3. Review of the research
Teaching Reading Literacy
• US National Early Literacy Panel Report
• UK report, Independent Review of he
teaching of the Early Reading
• US What Works Clearinghouse Guide,
Improving Reading Comprehension in
Kindergarten through Third Grade

4. Review of the research
Teaching Reading Literacy
• The European Eurydice Report, Teaching
Reading in Europe: Contexts Policies and
Practices
• The UK EPPI-Centre report (University of
London, Institute of Education), A Systematic
Review of Effective Literacy teaching in the 4-
14 Age Range of Mainstream Schooling
• The US National Reading Panel Report,
Teaching Children to Read

5. NELP Rose Reading
Comp.
(3-8)
Eurydice
Reading
Systematic
Review
National
Reading
Panel
Oral language-
enhancement interventions
Shared reading
Phonemic awareness
Phonics instruction
Reading fluency
Reading vocabulary
Reading comprehension
strategies
Balanced literacy
Engagement/motivation/
self-regulation

6. Interventions are more
effective with younger
children than with older
children, and are beneficial
across a range of
socioeconomic groups.

7. A parent reading to a toddler or a
teacher to a class of group of
older children would be effective
on their oral language and later
their reading comprehension if it
is associated with
pictures/dialogic reading.

8. The improvement and development
of phonemic awareness includes the
print knowledge, spelling, writing,
oral language and phonemic
awareness itself. These are effective
during early years of formal
schooling.

9. Phonemic awareness
should be collaborated
with phonics instruction so
that the reading outcome
would be effective and the
progress is observable.

10. Phonics instruction is
systematic when all the major
grapheme-phonemes
correspondences are taught
and they are covered in a
clearly defined sequence.

11. Repetition of oral reading such
a word or a sentence with
guidance could help to
improve reading fluency and
also word recognition and
reading comprehension.

12. Improvement of
vocabulary could be more
richer when instruction
goes beyond multiple
exposures to the same
words.

13. It could be effective
when they are taught
one-by-one or as
multiple strategy.

14. Involvement of children in the
discussion of lesson wherein discussion
emphasize cognitive processes.
Motivating and self-regulating contexts
which they are interested in, has the
freedom to decide by their own such as
choosing a topic and responding their
chosen texts.

15. Make-believeplay
as a
Springboard
to
Literacy

17. The video emphasizes that play and literacy
should be implemented in the classroom
setting as it has been acknowledged that
“both situated learning (play) and formal
school learning (literacy) are needed” to
provide support for young children’s
literacy learning. For they believed that the
foundations for successful literacy
acquisition can be learned in other ways
also and it a means of ensuring that all
children have access to the range of ways of
developing early literacy skills.

18. “THE MORE MATURE
THE PLAY, THE RICHER
ARE THE ROLES AND
RELATIONSHIPS
BETWEEN THEM’

19. Dickinson and Tabors shared
the key steps on how to
implement such way in an
effective way:

23. Phonemes- are the smallest units of spoken
language

24. • Phoneme isolation
• Phoneme identity
• Phoneme categorisation
• Phoneme blending
• Phoneme segmenting
• Phoneme deletion

25. Tell me the first sound in /paste/?

26. Tell me the sound that is the same in
‘bike’, ‘boy’, ‘bell’ (/b/)

27. Which word does not belong?
Bus, bun, rug (rug)

28. What word is /s/ /t/ /o/ /p/ (stop)

29. How many phonemes are there
in ‘ship’?
(sh/i/p/)

30. What is ‘smile’ without /s/?

32. Principles:

34. TEACHING VOCABULARY
(reading & writing)
1. Wide reading
2. Individual words should be taught
3. Word learning strategies
4. Word consciousness

35. Children, who read more get stronger
and stronger, reading many more
minutes per day, reading more varied
texts are probable have a richer
language base and text structures
and develop a larger vocabulary than
those who read less (Matthew effect)
TEACHING VOCABULARY (reading & writing)

36. *Individual words should be taught
Tier 2 words- sophisticated
words for words which
children already have some
conceptual understanding
(e.g. To take care of= tend)

37. *Individual words should be taught
Tier 3 words- these are topic
specific words that arise in
content area reading
(e.g. antennae, habitat)

38. *Individual words should be taught
Tier 1 words- high interest or
high frequency words (Dolch
words) are at an automatic
level

39. This involves providing direct
instruction to children on how
to use context clues effectively,
how to use graphophonics cues
and morphemic analysis to
unlock the meaning of
unfamiliar words.
TEACHING VOCABULARY (reading & writing)

40. This promoted in order to
create a positive disposition
towards new words.
TEACHING VOCABULARY (reading & writing)

41. Those approach underscores the
integrated nature of reading,
writing and word study in a
balanced literacy framework.
TEACHING VOCABULARY
(reading & writing)

42. MULTI-SENSORY INSTRUCTION
Multi-sensory activities
feature strongly in high-
quality phonic work and
often encompass visual,
auditory, tactile and
kinesthetic activities.

43. TEACHING FLUENCY
• Repeated reading
• Neurological impress
• Radio reading
• Paired reading

48. In promoting/increasing
reading fluency, number of
methods should be increased
especially when dealing in
young readers and in
struggling readers.
TEACHING FLUENCY

49. The following are as follows:
1. Oral Recitation Lesson (ORL)
2. Fluency Development Lessons
(FDL’s)
3. Fluency Orientated Reading
Instruction (FORI)
4. Radio and reading Fast Start
TEACHING FLUENCY

50. Shahanan recommends the methods
“pause, prompt, praise”
TEACHING FLUENCY

51. “Constructively responsive reading
comprehension strategies” is provided which
good readers use to relate to three broad
categories as in:
1.Identifying and remembering
important information
2.Monitoring
3.Evaluating
TEACHING READING COMPREHENSION

52. Recommendations for improving the Development of
Reading Comprehension
1. Teach children how to use comprehension
strategies
2. Teach children how to use text structure
3. Engage children in high level discussions of text
4. Provide motivating and engaging contexts for
reading development
5. Select texts purposefully to support
comprehension development
TEACHING READING COMPREHENSION