Emergent Reading: Language Development and Reading Acquisition - Research Paper Example

?Part Language Development and Reading Acquisition A component which can be used with language development and reading acquisition is the four blocks reading model. This is designed to help children read and write at beginning phases while ensuring that there is the ability to comprehend the various levels of understanding. The four blocks consists of guided reading, self – direct reading, working with words and writing. The development begins with creating a desire to read and write by creating the right environment and providing materials and tools which enhance the needs of children. This is then able to lead into awareness of phonetics, language, print and words. The four blocks not only works with the four levels to reading and writing, but also implements directions that ensure each child is able to work to discover new areas of language while progressing through kindergarten through the third grade. This ensures that each child has a strong basis for recognizing, understanding and writing what is needed for the language learning (Sigmon, 1997). The main component that is a part of the four blocks plan is based on the struggles which children often have when going through the first stages of reading and writing. The force that is taken to read and write is one of the components that are associated with this, specifically which doesn’t allow different styles of thought processes to be implemented. This has led to the initial stage of learning which is to create a desire for each of the children to learn and be a part of the instruction. The rest of the guide is based on combining each of the necessary steps for reading and writing, specifically so each child has the capability of creating a different approach to early literacy. These combined efforts are then able to guide students into a holistic approach to learning how to read and write (Sigmon, 1997). Part 1.2 Differing Stages of Literacy Development The differing stages of literacy development are devoted to an understanding of the behaviors and cognitive development which a child goes through. Each stage of learning has to coincide with the development of cognition that is approached by each child as well as how these change with the skills created. The literacy development is conducive of the development of oral language, writing and reading. It is known that there are two stages to the development. The first is based on the age of students, specifically which changes the capabilities to understand the cognitive associations with reading and writing as well as the value which this carries. The second is based on the learning styles and diverse concepts, specifically which is associated with Gardner’s eight learning styles. According to constructivist principles, the age and the cognitive diversity need to coincide to assist with literacy development. With the constructivist ideologies, there is a sense of engaging children in the concept of learning how to read and write and tapping into different developmental aspects based on cognition to assist children with the learning required (Many, 2001). Part 1.3: Effective Reading Instruction for Learners from Different Cultural and Linguistic Backgrounds A challenge which is currently in the educational system is based on cultural and linguistic backgrounds which differ. Diverse regions which children come from to English as a second language have developed as a prime subject among educators, specifically because reading, writing and speaking levels differ among children of the same age and at the same cognizant level. A theory which tackles this topic is transculturation, which allows the diverse concepts to be embraced in the classroom. According to this theory, teachers have the capacity of recognizing the diverse backgrounds, noting the differences in how the languages are used grammatically and how this can be a part of the learning for the rest of the class. The transculturation leads to group activities and interaction which compares the cultural and linguistic differences and uses this to strengthen the English reading and writing among students while building a support system for diverse backgrounds. This eliminates the social threat which often occurs with diverse backgrounds and helps to close the gaps that educators face with teaching in diverse backgrounds (Zamel, 1997). Part 1.4: Historical Development in Literacy The concept of literacy developed not only out of the desire to read, write and speak in various situations for communication. The historical development is also divided by various time frames and the needs of the time. It is known that the elite social classes through the 1900s in Europe and the West were the only literate, specifically with passing around books and information. This came from the church not requiring others to read and becoming the main translators of information. However, during the Industrial Revolution of the early 1900s, literacy became more dominant. Writing and print began to change with new literacy expectations, specifically as a cultural expression, cultural connection and with the need to communicate among workers and others that were a part of the Industrial Revolution. The concept of literacy then became embraced by workers and others in society while creating a link to print and writing as a main part of every day life. As the concept of expansion continued with the Industrial Revolution, so did the ideologies of closing gaps with communication and allowing the expansion to involve a higher sense of awareness in every aspect of the community (Barr, Kamil, Mosenthal, 1996). Part 2.1: Scientifically Based Reading Research: Instructional Elements According to the National Reading Panel, there are specific areas of development which need to occur. This approach is one that has been developed through several scientific methods of research. The panel held research based on both literature as well as a participant based understanding of what is required for reading among young children. The participants were questioned according to study methods, what worked, when interventions were required and what the outcome measures where when using different methods. It was found that the most important aspect when learning to read is phonemic awareness. Children learn how to manipulate the phonemes in words earlier because of the sound and conditions. It is noted that as children learn more about reading and writing that this also changes, specifically altered by the age groups of those who participated in the study (National Reading Panel, 2011). The methodology which was developed also was based on the training and development which occurred after the phonemic awareness. This included an increase in reading and spelling. While the learning curve for reading and spelling was more drastic, it was also noted that it remained with children outside of training and was easily remembered. The conclusion of the National Reading Panel was to teach phonemic awareness first, specifically with instruction methods such as Analogy Phonics, Analytic Phonics, Embedded Phonics, Phonics through Spelling and Synthetic Phonics. These capabilities could then be followed by fluency with oral reading, independent silent reading, vocabulary and text comprehension, all which could support the development of children’s natural capabilities for learning (National Reading Panel, 2011). Part 2.2: Instructional Practices and Methods The instructional practices and methods which can be used for child development of reading is divided by the diversity of students, age range for learning as well as the different approaches to reading through phonetics to spelling. A method which is able to examine these is the critical literacy theory, specifically which is based on finding the best ways to communicate methods and to transfer information to children. This particular theory states that most of the information is not provided to children in a way that assists with development. The instructional practices and methods first needs to examine the gaps that are a part of learning literacy and then needs to create custom curriculums for the classroom and for children’s learning and development. This combines the instruction of experience for learning, expectations with offering information from phonetics to vocabulary and working toward cognitive solutions that each child can grasp (Elmborg, 2006). Within this specific guideline is the need to create ways to ensure that the literacy is grasped by different backgrounds and with the stages of learning which each student is at. It is known that intervention is required to provide information on a continuous basis and to ensure that the phonetics, spelling and other applications are reinforced. The instructional guidelines are followed by management techniques, which is based on making sure that the interventions occur properly and that the activities and methods for learning are taken with the correct approach. Grouping participants, practicing with assessments and making sure that both interaction and information is given can help to build a holistic approach to the teaching methods required. RTI models are known to combine with this, which consists of assessment results for children that define the grouping and interaction and which ensure that the children and other students have the essential elements of reading and writing through the information given (Morrow, Gambrell, Duke, 2011). s Part 2.3: Curriculum Materials: Different Stages and Cultural and Linguistic Backgrounds The strategy and structure through the curricula is one of the most important components of developing the needed stages of cultural and linguistic backgrounds. There are two proponents which have to be considered with the development of curricula. The first is that not each child will develop with the same stages and at the same pace. The second is that the difference in cultural and linguistic backgrounds is expected to be diverse in the creation of curricula. To balance these differences, teachers first need to assess the materials which can be used as well as how to reach those in the classroom through the different need levels. Examining this can help to determine the level of diversity in the classroom while ensuring that there isn’t a child which is left behind. The concept is one which not only needs to consider the differences which may arise, but also how the incorrect approach may change the behaviors, social associations with the student and the capabilities of progressing in the school setting (Espinosa, 2005). A change which is occurring with the assessments and experience is based on changing the approach to teaching. An ideology which is now being created is from moving from the teacher centered to the student centered approach. In this particular format, students are given tools by teachers for phonetics, reading and writing. There is the ability to work independently or in groups, specifically which is determined by the stage each child is at and the capabilities noted through diverse backgrounds. The materials and tools consist of a curriculum that integrates phonetics with reading and writing, all which are designed to how the path to learning vocabulary, spelling and the correct use of different words and sentences. The curriculum integrates information which is required for reading and writing with activities and interactions that help each child to learn at the same pace while easily picking up the tools. The curriculum is one which can incorporate everything from group interactions to technology materials, specifically to guide students into deeper stages of learning and development of literacy (Brandl, 2002). Part 2.4: Grouping Options The grouping options which can fit with the curriculum are based on creating flexible options and arrangements to assist with the needed learning. The first level is based on guided learning that occurs independently and with teacher or material based assistance. The grouping is one which provides the foundational information and ensures that the basic materials are provided to all students. Using this as a foundation is a way of creating guidelines for other types of groupings which occur while assisting students in building a different understanding and sense of development to the materials. More important, students have the capability of using the guidelines with other flexible options that may take place later, specifically which ensures that the guided materials and teacher assistance works to support each student (Radencich, 1995). The next groupings used will be used to enhance the basic materials provided through the guided learning. The next step is interactive reading, which consists of materials, technology and other tools which children can use to explore with reading and writing. This can work with guidelines that students can explore independently and may also be used in groups. The interactive reading can include the phonetics and other levels of reading that students have at each stage. The importance of this group setting is based on building the right environment for learning while creating the literacy process as one that is desired instead of forced. It also builds a sense of behavioral competence, despite the background which one comes from, specifically because it is done independently and with interactions that are easily supported (Radencich, 1995). The shared grouping is the last level used at the literacy stage. This takes the materials learned from the first two stages and helps to enhance and remember what is done. The shared grouping can consist of smaller groups that work together and read and write together while supporting the process of literacy. Activities and guides can be given with this grouping, specifically to ensure that the literacy levels are enhanced by all levels that are in the classroom while ensuring that diversity doesn’t become excluded from others. References Barr, Rebecca, Michael Kamil, Peter Mosenthal. (1996). Handbook of Reading Research vol 2. New York: Routeldge. Brandl, K. (2002). “Integrating Internet Based Reading Materials into the Foreign Language Curriculum: From Teacher to Student Centered Approaches.” Language Learning and Technology 15 (2). Elmborg, James. (2006). “Critical Information Literacy: Implications for Instructional Practice.” The Journal of Academic Librarianship. 32 (2). Espinosa, Linda. (2005). “Curriculum and Assessment Considerations for Young Children from Culturally, Linguistically, and Economically Diverse Backgrounds.” Psychology in the Schools. 42 (8). Many, C. (2001). Literacy Development in the Early Years. New York: Routledge. Morrow, Lesley, Linda Gambrell, Nell Duke. (2011). Best Practices in Literacy Instruction 4th ed. UK: Gullford Press. National Reading Panel. (2011). “Report of the National Panel: Teaching Children to Read.” National Institute of Child Health and Human Development. Retrieved July 3, 2011 from: http://www.nichd.nih.gov/publications/nrp/findings.cfm. Radencich, MC. (1995). Flexible Grouping for Literacy in the Elementary Grades. Routledge: New York. Sigmon, Cheryl M.,Implementing the 4-Blocks Literacy Model, Carson-Dellosa Publishing Co. Inc. Zamel, Vivian. (1997). “Toward a Model of Transculturation.” TESOL Quarterly 31 (2). Read More