Explain The Aims And Importance Of Learning Provisions For Literacy Development

The aim for English within the National curriculum is to promote high levels of literacy and language; this is done by teaching pupils to a high level of spoken and written words. The national curriculum aims to improve literacy development for all pupils within the following areas:

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

In my setting we make sure that all resources are available for all the children to reach. Also all display boards are regularly made/created with the children’s own work and are at a level where the children can read them and look at them. Its important for children to be able to access their own resources so then they can explore with their minds and draw/write whatever they like. We also have a story corner for the children to sit quietly with their friends and read books, and freely communicate with each other. We have a story rack placed on the wall, which is where all the different books from fiction to non-fiction are kept at the children’s height.

Learning provision for literacy development is important for pupils for several reasons. When pupils are developing their language skills they are learning to communicate with others in a variety of ways through speaking reading and writing. The three areas of language interact with each other to promote the child’s self expression and imagination. Children need to be given opportunity’s to use and extend their language in all subject areas so they can develop higher level thinking. [ Louise burnham, Brenda Baker,2010,pg206]

Literacy is defined in the Australian curriculum as the knowledge, skills and dispositions to interpret and use language confidently for learning, communicating and participating effectively in society. Literacy requires students to listen, read, view, speak, write and create oral, print, visual and digital texts (ACARA, 2013). The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008) recognises literacy as one of the essential skills for students but further states that literacy is the foundation for success within all learning areas. It is vital for success in a 21st century society that students gain proficiency in literacy but becoming literate is not simply about knowledge and skills it is about aptitude and application. Students need literacy to manage their own learning, be self-sufficient, work harmoniously with others, be open to ideas and improve and enhance their work. Each learning area of the curriculum must be considered for student literacy development ensuring learning is enhanced and proficiency obtained. All teachers are responsible for this cross curricular teaching as literacy along with numeracy and ICT is best taught this way. Looking for opportunities to teach the basic skills builds understanding and embeds the content and process for learning. It must be recognised that student development through the levels continues at different rates for the student’s entire schooling. The Literacy learning continuum within the AusVELS allows teachers to plan for teaching at the level of the student. Literacy skills are taught

Competence and confidence in literacy, including competence in the three major areas, reading, writing, speaking and listening, are essential for progress in all areas of the curriculum. To broaden and enhance children’s literacy skills, opportunities need to be given by providing them with a wide range of different contexts in which to use and practice there skills. With reference to the aims of the Primary Framework for Literacy ‘To support and

Reading is a skill often taken for granted but it is essential in order to progress in life. For a child being able to read well helps them learn new things, give ideas and enables use of imagination. National literacy trust (2015) suggests that children’s early language skills can have a major impact on a child’s development of literacy skills. Five-year olds with poor language and literacy have a higher risk of underachieving at age seven and beyond. Reading skills encourage more opportunities in life and it can affect a child’s wellbeing if they do not achieve this effectively (Finnegan,2015).

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

“The more you read, the more things you know. The more that you learn, the more places you’ll go.” This is how Dr. Seuss thought of reading, and I think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that reading is an interactive activity in which learning happens, or as Clay (2001) defines it, “…a message-getting, problem-solving activity” (p. 1). Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a significant component in the ‘Big Five’ of children’s literacy development.

institution through the attainment of literacy. The attempt to educate African-American during the time of slavery gained support from various religious groups; however, Caucasian viewed literacy for African-American as a method for instilling subservience and maintaining social, political and economic control. In contrast, African-American viewed literacy as a component of emancipation and participation in societal institutions on an equal basis. Many African-American activists have thought for blacks by creating different institution such as churches and schools for young blacks to get an education. This period might thought as one in which the seeds of literacy were introduced but without hardship and opposition. Higher education was viewed as a privilege for blacks and it was subjected to a debate. As for instance, the convention of free African –American was created to establish a college at New Allen that would offer a classical curriculum for blacks. According to the author, the proposal to establish that kind of college met with considerable opposition who did not believe African-American capable of higher education. As a result of this, the opposition succeeded in preventing the establishment of the college, although they did not object the establishment of institution to train African-American as laborers. Based on this historical events and data gathered, it will allow me to analyze the issue of literacy in depth and understand the phenomena which could let me to

“There is con-troversy, however about the ambitious targets set from Year 1 onwards and the risks of some children being regarded as dyslexic simply because they cannot keep up with the pace”( Pi-otrwski & Reason, year, p. #). In a study over the course of two months, children with dyslexia were taught for one month without the Phonics method and then the second month they were taught with the Phonics method and their grades went from failing to straight A and B students (). This shows that Learning with Phonics can be very helpful and resourceful too children with

As the standards of education change a consistent factor remains the focus on reading. Early childhood educators must provide an atmosphere that is both developmentally stimulating to the student while also meeting the standards of education. The methods used to help recognize phonics and begin the transition into emergent readers vary from student to student. Without the foundation of phonics research shows that a child will not learn to read. All children must know the alphabet in order to communicate effectively. Phonics cannot be drilled into the child. This will only produce memorization. Instead, educators must understand a child’s individual needs as well as balance. There is no true need to teach phonics as a separate subject. Most children will develop a sense of curiosity from their own knowledge, ideas, and interest. There will of course be a select few that may benefit from a more formal instruction. When children

Reading – the ability to represent the sounds of language by written symbols has existed for approximately 4000 to 5000 years and is inarguably one of the most fundamental and wonderful technique humans have ever developed. However, despite much effort and funding dedicating to wide literacy development, even now in America for instance, 50% of adults cannot read a book written at an eighth grade level (National Center for Learning Disabilities). In order for the entire population of today’s society to have proper reading skills, scholars and educators around the world realize that literacy movements need to focus on much earlier stages of human development. Researchers in the education field have reached a consensus that reading is crucial in childhood by revealing supporting evidence from studies focused on children aged 0-6 years, 6-12, and young adolescents. Many interesting findings also include that reading proficiency of children is critical because it can reflect society’s criminal and economical status. Moreover, modern studies show that the importance of childhood reading cannot be fully explained without mentioning the environment where children are raised, as the environment greatly affects children’s reading proficiency.

Ernestine Walls Benedict said, “Reading empowers children by providing a virtual passport to explore the world. They can learn about places, people and things very different from their own experiences, as well as see themselves reflected in other children’s lives.” Being able to read is not only important but it is critical for a person to succeed