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Literature Review of Best Literature Review of Best Practice in Literacy Practice in Literacy

Education.Education.Margaret PihamaMargaret Pihama

20092009

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Outline of ReviewOutline of Review

Best Practice in general Best Practice in general EducationEducation

Best Practice in Deaf Education Best Practice in Deaf Education in various settingsin various settings

How Best Practice in Literacy is How Best Practice in Literacy is promotedpromoted

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General Education General Education

Literacy Taskforce endorsed Literacy Taskforce endorsed principles of best practice for principles of best practice for teaching reading and writing in New teaching reading and writing in New Zealand schools.Zealand schools.

A statement of best practice needs A statement of best practice needs to be quite specific about what to be quite specific about what comprises appropriate instructional comprises appropriate instructional approaches,approaches,

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The Literacy Taskforce endorsed the following principles of best practice

a sound understanding of the learning process that underpins all teaching;

the expectation that all children will become successful readers and writers

language programmes that acknowledge the interrelationship and reciprocity of oral, written, and visual language;

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The Literacy Taskforce endorsed the following principles of best practice (contd)

planning for teaching that will build on the child’s existing skills, knowledge, interests, and individual needs and that will acknowledge the role of the child as an active learner;

teaching that takes account of children’s linguistic and cultural backgrounds;

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The Literacy Taskforce endorsed the following principles of best practice (contd)

teaching that uses a range of explicit and implicit instructional strategies appropriate to the learner, including small-group or individual instruction where appropriate;

regular and purposeful monitoring – children’s progress in reading and writing being monitored regularly (using running records, teacher conferencing, observation, and other methods) for clear purpose and for use in subsequent teaching

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The Literacy Taskforce endorsed the following principles of best practice (contd)

the development of positive attitudes to reading and writing, including the willingness to take risks;

the use of a wide range of interesting material, fiction and non-fiction, in a range of media and appropriate to the instructional levels, including repetitive texts, rhymes, poems, and songs, to enhance children’s print and phonological awareness;

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The Literacy Taskforce endorsed the following principles of best practice (contd)

access to a wide range of interesting and stimulating material, fiction and non-fiction in a range of media;

teachers who are readers and writers.

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Teachers reduce risks for Teachers reduce risks for children and take riskschildren and take risks Are aware of the students’ Are aware of the students’

backgroundsbackgrounds Have high expectationsHave high expectations Tailor instructions to needsTailor instructions to needs Recognise and value the knowledge Recognise and value the knowledge

and strengths of the studentsand strengths of the students Are culturally relevant teaching Are culturally relevant teaching

aimed at excellenceaimed at excellence

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Learning about LanguageLearning about Language

Language and literacy Language and literacy development is intertwined.development is intertwined.

Language and literacy are Language and literacy are communication.communication.

Learning to read and write is the Learning to read and write is the most important language most important language dependent task children face.dependent task children face.

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Communication ComponentsCommunication Components

Communication ActCommunication Act Mode of the Act – speech/signMode of the Act – speech/sign Structure of the Act- grammarStructure of the Act- grammar Context or meaning- semanticsContext or meaning- semantics Purpose or Pragmatic intentPurpose or Pragmatic intent

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Settings and Perspectives in Settings and Perspectives in Deaf EducationDeaf Education

ReadingReading WritingWriting Whole languageWhole language Bi-lingualBi-lingual OralOral AssessmentAssessment Itinerant settingItinerant setting

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Literacy Best PracticesLiteracy Best PracticesBrenda Stephenson (University of Tennessee)Brenda Stephenson (University of Tennessee)

1.1. Provide and monitor level-Provide and monitor level-appropriate reading materials for appropriate reading materials for independent reading activities as independent reading activities as well as time to readwell as time to read

2.2. Use technology such as CDs, Use technology such as CDs, captioned materials, and interest captioned materials, and interest based Internet sites that are known based Internet sites that are known to be motivatingto be motivating

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3. Teach phonemic awareness 3. Teach phonemic awareness and phonics either through and phonics either through structured auditory-based structured auditory-based programs with appropriate programs with appropriate modifications for oral students or modifications for oral students or through specialised materials through specialised materials and techniques that provide and techniques that provide visual support to students who visual support to students who sign or need additional visual sign or need additional visual supportsupport

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4. Teach metacognitive skills such 4. Teach metacognitive skills such as reading strategies prior to, as reading strategies prior to, during, and after reading during, and after reading through Guided Reading through Guided Reading activities to promote text activities to promote text comprehension.comprehension.

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5. Promote reading development 5. Promote reading development through written language through written language applications such as dialogue applications such as dialogue journals, research reading and journals, research reading and writing, language experience writing, language experience stories, writing to read, or other stories, writing to read, or other language based programmes.language based programmes.

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6.Use content. area reading materials 6.Use content. area reading materials to promote reading comprehension to promote reading comprehension through scaffolding and other through scaffolding and other content area techniquescontent area techniques

7. Have students collaborate with 7. Have students collaborate with others on activities that promote others on activities that promote literacy development through such literacy development through such activities as shared reading and activities as shared reading and writingwriting

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8. Teach vocabulary meaning 8. Teach vocabulary meaning though semantic-based though semantic-based activities that enhance activities that enhance knowledge of multiple meanings knowledge of multiple meanings of words, idiomatic expressions, of words, idiomatic expressions, and concrete and abstract and concrete and abstract meanings of words.meanings of words.

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9. Teach vocabulary meaning 9. Teach vocabulary meaning through morphographemic through morphographemic based activities that enhance based activities that enhance knowledge of word meaning knowledge of word meaning through understanding of root through understanding of root words, prefixes, suffixes, words, prefixes, suffixes, including Latin and Greek including Latin and Greek derivatives.derivatives.

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10. 10. Incorporate specific activities Incorporate specific activities and strategies to promote either and strategies to promote either spoken reading fluency in oral spoken reading fluency in oral students or signed reading students or signed reading fluency in signing students.fluency in signing students.

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Promoting Best Practices in Promoting Best Practices in LiteracyLiteracy

Professional developmentProfessional development Standards for training, and Standards for training, and

competencycompetency The Join Together Project: The Join Together Project:

online knowledge bank, Master online knowledge bank, Master Teachers and a Manual for Teachers and a Manual for support and guidancesupport and guidance

Mentoring and peer reviewMentoring and peer review ResearchResearch

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ResearchResearch

Teachers treat it as a source of Teachers treat it as a source of good ideasgood ideas

Researchers think teachersResearchers think teachers

should apply its findingsshould apply its findings(Graham Nuthall(Graham Nuthall

University of Canterbury)University of Canterbury)

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Now……….Now……….

OptionsOptions Professional development programmeProfessional development programme Identify examples of ‘best practice’ in Identify examples of ‘best practice’ in

literacy instruction at KDEC.literacy instruction at KDEC. Manual of examples of best practice in Manual of examples of best practice in

literacy instructionliteracy instruction Mentoring/peer review programmesMentoring/peer review programmes Use of the KDEC website as resource, Use of the KDEC website as resource,

eg. a question/answer format.eg. a question/answer format. Master Teachers Project scenario Master Teachers Project scenario

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ReferencesReferences

Stephenson, B. (2006). Language Across the Stephenson, B. (2006). Language Across the Curriculum. Curriculum. www.deafed.net/PublishedDocs/Teacher_Excellencwww.deafed.net/PublishedDocs/Teacher_Excellence_in_General_and_Deaf_Ed.doce_in_General_and_Deaf_Ed.doc

Ministry of Education. (1999). Report of the Literacy Ministry of Education. (1999). Report of the Literacy Taskforce. Taskforce. www.minedu.govt.nz/educationSectors/Schools/Rewww.minedu.govt.nz/educationSectors/Schools/ResearchAndStatisticssearchAndStatistics

www.defed.netwww.defed.net