The three main approaches to teaching literacy described in the course book are commercial literacy programs; theme-based literacy programs; and literature based programs (Flint, Kitson, Lowe & Shaw, 2013). These approaches differ based on the reading materials and teaching and learning experiences utilized for the literacy classroom. Literacy teachers should acquire sufficient knowledge regarding the three literacy programs in order to make their work more effective. In the following paper, different approaches to planning for literacy programs will be described as well as my own choice for the use in the classroom.
With regards to commercial literacy programs, their essence is in the implementation of commercial basal decodable texts and the scripted lesson plans that specify teachers’ questions and answers (Brown, 1999/2000). According to Arya, Martens, Wilson, Altwerger et al. (2005), these programs “incorporate systematic explicit phonics instruction, and include reading anthologies” (p. 68). Such programs often include supporting material for vocabulary studies for the students to make it easier to understand new words that cause difficulties (Irvin, Meltzer & Dukes, 2007). The major advantage of commercial literacy programs is their measurability. They allow very easy and convenient assessment of students’ skills that they have acquired during each lesson.
As for theme-based literacy programs, their distinctive feature is the focus on the exploration of one subject during one lesson (Flint et al., 2013). This approach is effective because students are able to concentrate on vocabulary studies and improve their witting, reading, speaking, and comprehension skills from lesson to lesson. Theme-based literacy programs provide a firm ground for the development of literacy skills including (1) recollection capacity; (2) ability to decode and encode including the reading, viewing, listening, and spelling capacity; (3) comprehension; (4) phonic instruction, (5) guessing from the context, and (6) meaning making including text interpreting and the skill of drawing on prior knowledge (Irvin et al., 2007). These programs are wide-spread internationally and are often referred to as the most effective literacy learning programs.
Speaking about literature based programs, it is necessary to note that despite the fact that they have a variety of positive characteristics, there is one significant disadvantage about them. The literature based programs are non-systematic, which makes them less effective in developing accuracy and improving comprehension abilities (Arya et al, 2005). Simultaneously, the programs of this type have one strong characteristic, which is the ability to get children involved into the literacy learning process due to the use of a wide range of authentic reading materials (“Literacy – the key to learning”, n. d.). Another strong feature of literature based programs is their effectiveness in teaching students to construct meaning as they read.
In respect to my choice of literacy programs for the use in the classroom, I would implement all three program types since such integrated approach will facilitate the formation of a balanced literacy plan beneficial for all students’ individual needs. The reason for the above-mentioned conclusion is the fact that all literacy programs have their strong points including phonic instruction, decoding and encoding, improving comprehension levels, retelling, and developing accuracy (“The tests”, 2011).
In conclusion, commercial literacy programs, themed-based literacy programs, and the literature based program, all promote the development of literacy skill such as phonics, decoding and encoding, comprehension, and writing. For that reason, my choice for the classroom implementation is the integrated use of all these programs.
References
Arya, P., Martens, P., Wilson, G. P., Altwerger, B., & al, e. (2005). Reclaiming literacy instruction: Evidence in support of literature-based programs. Language Arts, 83(1), 63-72.
Brown, K. J. (1999/2000). What kind of text – For whom and when? Textual scaffolding for beginning teachers. The Reading Teacher, 53(4), 292–307.
Flint, A. S., Kitson, L., Lowe, K., & Shaw, K. (2013). Literacy in Australia: Pedagogies for Engagement, 1st ed. Australia: John Wiley & Sons Australia Ltd.
Irvin, J., Meltzer, J., & Dukes, M. (2007). Taking action on adolescent literacy. ASCD. Web.
Literacy – the key to learning. (n. d.). Queensland Government Curriculum to Classroom. Web.
The tests. (2011). National Assessment Program. Web.