Literacy

Language development is fundamental in child development for communication. It is a lifelong process influenced by biological, cognitive, social, and environmental factors. It includes vocabulary acquisition, grammar, syntax, phonological awareness, and practical use of language (2023). Early child development theories suggest that reading aloud to a child helps develop this understanding between the spoken and written word. Thus language development impacts reading comprehension.

 

According to Duff (2018), phonological awareness impacts two main reading skills: word recognition and comprehension (p.2). These two skills build on each other in a bidirectional way and are similar to skills used in listening comprehension. Therefore, children with poor skills in listening, speaking, and phonological awareness have lower rates of success in school. 

 

Research shows that simultaneous and sequential bilingual children possibly “transfer orthographic, phonological, and semantic skills between their languages, which supports their ability to read in both languages”(Mathers, 2020).  This shows that knowing more than one language supports the acquisition and development of literacy in another language.  This is most notable in alphabetic languages such as English and Spanish since phonological awareness aids in vocabulary growth (Duff, 2018).

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Assessment of literacy is important for planning instruction based on where the students’ literacy levels.  Research demonstrates that “systematic formative assessment has consistent strong, positive effects on student learning” (Malcolm, 2022).  The Response to Intervention model uses three distinct processes to assess learning: universal screening, diagnostic assessment, and progress monitoring (Malcolm, 2022). The purpose of each assessment aims to improve instruction and therefore, student success. 

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Once an educator understands the levels of student literacy in the classroom and the standards of learning through the different modes of assessment, one can begin to differentiate instruction to support student success. “Differentiation is not a single strategy but an approach to instruction that incorporates a variety of strategies” (Perez, 2019, para 4). Differentiation strategies include flexible grouping (TAPS) which allows students to work with a variety of peers, dependent on the task, and avoids students from being labeled as “struggling or advanced”.

 

Choice allows for a selection of activities to demonstrate learning and encompasses choice boards, literacy centers/interest centers and/or interest groups that foster student agency and engagement. Perez (2019) emphasizes that in differentiated instruction, the work should be meaningful to complete and not just busy work.    

 

Duff, D. (2018). Literacy as an outcome of language development and its impact on children’s psychosocial and emotional development. Encyclopedia on Early Childhood Development. https://www.child-encyclopedia.com.

 

Language development in children: 0-8 years. Raising Children Network. (2023, December 19).https://raisingchildren.net.au.

 

Malcolm, U. (2022, March 22). Evidence based assessment in the science of reading. LD School Ontario. https://www.ldatschool.ca/evidence-based-assessment-reading/

 

Mathers, C. (2020, October 30). Bilingualism and literacy development. Bilingualism Matters. University of Edinburgh. https://www.bilingualism-matters.ppls.ed.ac.uk/bilingualism-and-literacy-development/

 

Perez, K. (2019, May 14). Differentiated reading instruction: Multiple pathways to literacy success. Solution Tree. https://www.solutiontree.com/blog/differentiated-reading-instruction/