Literacy Case

Literacy development in kids entails the nursery school level of literacy growth; emerging literacy, evolving reading, developing writing, early appraisal, figurative tools just to mention. Literacy development in young kids comprises Curriculum Goals, Curriculum Materials, Instructional Strategies and Encouraging Home-School Relations (Barbara & Hindman, 2010). This paper majorly focuses on instructional strategies on literacy development in kids. Instructional Strategies for Literacy development in kids

Instructional strategies are a significant proportion of early child hood education since it works as guidance to teachers during their work. Some of the strategies include Interactive Book Reading, Age appropriate- problem solving and the 3N Strategy. Evaluation of each Instructional Strategy

Interactive Book Reading entails use of specific measures that ease an instructional chat with a kid whilst reading. It occurs at a minimum once in a day with kids either wholly or in groups besides large or little group reading (Barone, 2010). The strategy is advantageous since it gives kids chance to engage in open discussion with a teacher. This helps the kid develop confidence and social skills no matter whether the kid is disabled or not. There are three strategies employed in Interactive Book Reading and include 3S, WH and Expanded Book Reading. 3S entails See, Show, Say deals with varying stages of feedback expected from a child throughout every Interactive Book Reading period. A teacher expects a child to observe something for instance a picture on his or her own, and then ask the kid to illustrate something about the picture and later say something about the object or picture (Barbara &Hindman, 2010).

Through this, the teacher expects several feedbacks from the kid thus promoting attending manners while also improving the kid’s personal abilities. WH Questions entail Who, What, When, Where, Why and applied at the time the kid attains the “say’’ stage of the 3S Strategy. It assists teachers in determining a kid’s status of comprehension. In addition, they sustain continuous conversation between educator and kid. Expanded Book Reading Strategies deals with enhancing child inspiration to read and encourage comprehension (Michal, Geva &Melech-Feder, 2010). Age appropriate -problem resolve approach deals with assists children derive from teachers. Educators help kids learn to identify feelings, recognize needs and wants, develop understanding, identify problem circumstances, gain knowledge of devising easy solutions and penalties, develop proficiency in making choices at a suitable age levels (Barone, 2010). Kids gain these skills throughout official and casual instructional sessions daily in regard to whether they are disabled or not in development appropriate classrooms.

The strategies assist kids in controlling their feelings and developing social proficiency. 3N strategy comprises of Notice, Nudge, Narrate – process used by teachers in assisting kids transfer from lower knowledge level to higher proficiency or knowledge level. It formulates teacher- child relations and can be applied to transform actions or activities into studying experiences for kids (Kleeck & Schuele, 2010). Educators first notice a kid’s skill status, then urge or push the kid to accomplish a lot before drawing conclusions on a child’s activities or actions. The strategy is vital for Literacy Games, which permits educators, craft playful and accommodating surroundings involving both normal and disabled kids as they take pleasure in learning. Differentiated literacy instruction and how it supports young learners with diverse needs Some of literacy instructions as the ones earlier mentioned have some positive influence on young learners with different needs. For instance, the Interactive Book reading abilities supports both kids who are quick learners and slow learners engage reading a book together with their teacher (Lea & Lesley 2010).

It accords young learners with exceptional needs opportunities and means to learn in a favourable atmosphere thus making them successful and comfortable among peers. WH questions support young learners by helping them widen understanding and motivation in reading skills. Problem solving-age appropriate level assists young learners by making them experience life realities. Kids always inquire a lot about their environment, status of its components and reason for their existence. This is because young learners start identifying needs and wants, problems, solutions, developing understanding and being able to make proficient decisions on matters concerning them. In addition, kids also develop skills of controlling their sensation thus contributing to their development with respect to their various needs. During childhood, most kids are naive and 3N Strategy supports young learners by assisting them transform from naivety to more informed persons where they start knowing issues pertaining to life. This is because young learners need to have proper knowledge about the earth and its components. Teachers also encourage kids at this stage where they require facts concerning life.

Literacy games provide a suitable situation for learning among kids who gain a lot whilst playing with fellow kids (Barone, 2010). Instructional strategies and how they meet the learner’s needs Interactive Book Reading assists children in meeting some needs. For instance, making kids read aloud provides them with exceptional learning abilities as they vigorously contribute and respond. This achieved when the teacher introduces some activities prior reading, which stimulate children’s, concentration and inquisitiveness about the book. In addition, teacher introduces timely questions which enhance children’s, concentration throughout book reading (Kleeck& Schuele 2010). Finally, teacher gives questions subsequent to reading which give the kids chance to examine and respond to the books read (Barone, 2010). Children need to know, and understand vocabularies, and this achieved through interactive reading where they get assistance from teacher to identify and find the connotation of vocabularies. Learners also need knowledge about phonology and achieve this through interactive reading of poems, books, songs together with strong rhymes. Finally, interactive reading enables teachers educate learners about print recognition and book model together with print ideas (Michal, Geva &Melech-Feder, 2010).

Problem solving-age appropriate enables learners meet both current and future. needs which require them to solve some problems encountered in life. For instance, learner may be required to work out some arithmetical problems during the learning period but can be achieved through proper understanding of the problem. As the learners mature, they need to make critical decisions, and the foundation laid through problem solving at an early age. Learners need to upgrade of their knowledge, and this achieved through 3N Strategy. Teachers assist kids in becoming knowledgeable by close supervision and corrections. Moreover, learners need motivation in life, and this provided by 3N Strategy where teachers nudge learners to continue enjoying learning through games and songs (Kleeck& Schuele, 2010). This makes learning more attractive to young children thus ensuring they meet individual needs. In conclusion, instructional strategies for literacy development in children are vital since interactive book reading, problem solving and 3N strategies are significant educational components in children. They help in child development from childhood to primary grade where kids can make sense of education and appreciate its role in life.

References

Barbara, A. Hindman, H. (2010). Understanding the Home Language and Literacy Environments of Head Start Families: Testing the Family Literacy Survey and Interpreting Its Findings. NHSA Dialog, Vol. 13 Issue 2, p71-91. Barone, M, Marla, H. Shelley, H. (2005). Teaching early literacy: development, assessment, and instruction. New York: Guilford Press.

Barone, M. (2010). Children’s Literature in the Classroom: Engaging Lifelong Readers. New Journal of Speech-Language Pathology, Vol. 19 Issue 4, p341. Kleeck, A. Schuele, CM (2010). Historical Perspectives on Literacy in Early Childhood. American Journal of Speech-Language Pathology, Vol. 19 Issue 4, p341 Lea, M. Lesley, M. (2005).Teaching literacy in kindergarten: Tools for teaching literacy. New York: Guilford Press.

Michal, S. Geva, E. Melech-Feder, L. (2010). Emergent literacy in children of immigrants coming from a primarily oral literacy culture. Written Language & Literacy, Vol. 13 Issue 1, p24-60.