Foundations of Literacy: A Rant
by Chase Young
Understanding the foundations of literacy and language preempts effective literacy instruction. The crucial components of a balanced literacy program, mastering manipulation of the three brain networks (Laureate Education, 2001), ensuring efficient tasks, and utilizing all of the literate processes are all necessary tools to become effective literacy instructor (Tompkins, 2004). A teacher disseminating only the most important and researched information will provide an advantage for students that cannot be taken away.
The balanced literacy program incorporates reading demonstration, shared reading, guided reading, and independent reading into a powerfully novel framework. Each type of instruction allows for a varying level of support and teacher acce
ssibility (Fountas and Pinnell, 1996). Each type also has a similar counterpart in the expressive task of writing. If the program is implemented correctly, the intricately constructive process of gaining literacy takes place in good order (Tompkins, 2004).
A very interesting and captivating derivation of literacy instruction lies in three networks in the brain. The recognition network works only to view and recognize; the strategic network is more complicated; finally, the affective network is tied to emotion. All three networks need to be stimulated in each lesson.
With every task, now comes a label. A task can be naïve, novel, or practiced. Naïve tasks require the most energy from the brain for it is a new task presented to the learner. Contrary to naïve tasks, the practiced requires the least energy therefore the least effective in learning. The novel task is in-between, yet a non-frustrational instructional zone. Teachers should analyze each activity to determine the intensity of the premeditated brain workout.
Understanding basic literate processes gives teachers more elasticity in literacy instruction. When creating lessons, always remember literate people engage in listening, speaking, reading, writing, viewing, and visually representing. Educators need to integrate the processes daily.
Discussing these strategies with colleagues is highly effective. Giving and receiving feedback brings knowledge into the realm of analysis and prepares for application. Whether in need of a sounding board or seeking critical feedback, having other teachers sharing the endeavor is a safe feeling.
Solid research, effective planning, and emphatic application are the keys to literacy in the classroom. Keeping respected theories in the mind’s eye generates—in this case—literate people. A comprehensive literacy curriculum is on the horizon (Rasinski & Padak, (2004).
References:
Fountas, I. & Pinnell, G. “Guiding Reading: Good First Teaching for All Children.‿ Heinemann Publishing Company, 1996.
Laureate Education, Inc. (Executive Producer). (2001). The high-performing teacher. Los Angeles: Author.
Rasinski, T. & Padak, N. (2004) Beyond Consensus-Beyond Balance: Toward a comprehensive literacy curriculum. Reading & Writing Quarterly, 20: 91-102
Tompkins, G. E. (2003). Literacy for the 21st century (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
4300 Columbus Drive, McKinney, TX 75070 | email: chyoung@mckinneyisd.net | call: (469) 742-7500
© 2011 Chase J. Young. All rights reserved.
