Question 2.3 c)

Development is the outcome of learning and teaching. Without it, for instance the development of literacy and thinking teaching is considered unsuccessful. Discuss that there are other indicators and fostering factors. Highlight the importance of home culture in your discussion.

Other indicators and fostering factors:1. Reading development and instruction

- oral language development: teaching that emphasize oral language is essential especially for primary grades(according to O’Sullivan and Goosney 2007)

- teaching for fluency --- refers to the speed and automaticity with which students can decode words

- teaching for understanding- teaching for motivation

2. Standards of competency and assessment to monitor progress- Educators should be able to determine how well the individual child is doing in relation to expected competencies when they are clearly established, communicated widely, aligned with curriculum and assessment, and supported by standards.- Formative and summative assessments should be coordinated to create meaningful indicators for improving student development.- Ongoing formative assessment practices, including frequent and regular teacher observation, classroom discussion, and reading with students to monitor students’ progress (Black and William 1998).

3. Resources to ensure effective delivery- Resources for reading include appropriate materials (e.g., books, curriculum resources, assessment tools), teacher-librarians, and Internet access -- Equity of access to the Internet can provide literacy opportunities for children around the world

4. Continuing teacher education- Professional development facilitates transference and implementation of research- and evidence-based practices into teachers’ educational practices in the classroom

----- importance of home culture: - Educational leaders must promote early literacy practices in

the home and make connections with families even before the child begins formal education.

- Educational leaders also must ensure that successful literacy interventions are implemented into the school curriculum.

- Depending on the social and demographical data of the individual district, educational leaders and teachers will have to decide which interventions will promote the most student success and achievement in their district and commit to implementation.

- Providing teacher training and support is a critical factor for literacy intervention implementation to be a success.

- Creating nurturing relationships between the school and home are also fundamental in increasing parental involvement and support to increase student achievement gains.

- Educational leaders, teachers, and parents must all work together for the most optimal learning experiences for the student.

- Early literacy acquisition plays an important role and has lasting long-term effects of the academic development of a child.

- Receiving early literacy developmental activities in the home, prior to kindergarten, provides a child with the proper preparation for learning in the formal educational environment.

- If early literacy activities are not part of a child’s home experiences, they will not be fully ready to begin school and will immediately fall behind their peers who experienced early literacy in the home.

- For educators and educational leaders, this creates circumstances that warrant much needed attention in the field of education and educational reform concerning the best interest of each child in the educational setting.

- Educators at every level must be prepared to integrate developmentally appropriate literacy interventions to help struggling students achieve grade level knowledge and content.