Being literate is a relatively broad term, especially in the context of the 21st century. On the one hand, literacy implies set elements correlating with basic cognitive skills. Namely, reading and writing are the concepts correlating with the term. On the other hand, being literate in the 21st century correlates with additional circumstances, such as the practical appliance of the aforementioned skills in regard to interacting with the outside world. For example, the word is often incorporated in relation to modern technology, such as in the phrase “information literacy” (UNESCO, 2006). As a result, literacy is a broad term that, scientifically, is related to cognitive abilities while metaphorically, to how one operates in society and in the modern world.
Teachers are essential in developing literacy concepts in regard to speaking, listening, reading, and writing for students with disabilities. There are several practical implementations a teacher can employ to maximize said skills. First, it is essential to determine the elements of literacy that can be addressed in class. Namely, one’s ability to use oral language, knowledge of print concepts, comprehension of the alphabet, and phonological processing skills are among the elements that can be worked on (Opiz, 2020). Teachers can address alphabet knowledge through interaction with children while creating a personalized alphabet book in which students choose the words that are to be included. For phonological awareness, activities such as asking children to identify similar letters in a sentence can maximize comprehension. Print concepts can also be addressed in multiple ways, such as asking the children questions about where the text starts and where certain letters in the text are located, and reading together as a group. Oral language can be implemented through reading out loud and similar practices that can be incorporated with other literacy concepts, such as print knowledge.
Needless to say, teachers aiming to address literacy for children with disabilities may encounter specific challenges that require a personalized approach. Namely, one barrier is the determination of possible gaps before the student reaches an older age. For example, while the expectation is to ensure each student is able to read well by third grade, certain students may only show signs of difficulties during the same age (Kaderavek & Justice, 2000). Another barrier correlates with the concept of reading readiness. Namely, certain students may struggle to fit the standardized informal assessments for reading readiness despite having the cognitive skills to do so. For example, some elements that are being considered when deciding whether a student is ready to learn to read include abilities to follow directions, collaborate, and follow instructions (Irvin et al., 2013). As a result, teachers may have difficulties identifying the presence of literacy skills when behavioral problems persist.
Assessing student skills is important in determining literacy. Both standardized and alternative assessments can be implemented to determine whether a child has been developing in regard to being literate. In relation to standardized texts, multiple assessment types exist that cover several elements within the notion of literacy. For example, the Yopp-Singer Test of Phoneme Segmentation, the DIBELS Phoneme Segmentation Fluency, and Concepts About Print (CAP) are among the tests that can be administered to assess a student’s phonological perception and print concepts comprehension (Opiz, 2020). However, needless to say, a teacher can examine one’s literacy through informal, alternative measures. For example, observing children during games and classroom activities in terms of how they interact, communicate, and perceive the information around them may give a rather objective perspective on their cognitive abilities. For example, a speed reading test may not show one’s abilities if the child stops to relate a personal experience similar to what happened in the text. From a formal perspective, the reading time has lengthened. From an informal one, the teacher is able to see that the student has high text comprehension.
Teachers can motivate children with disabilities to read by applying a multitude of techniques. For example, Directed Thinking and Listening is a technique that addresses a potential lack of interest or motivation to participate in the reading exercise (Opiz, 2020). Based on the measure, the teacher is to interest the children before reading through a set of questions directed at the classroom. Furthermore, a similar approach is to be employed during reading when children are asked about the content, their thoughts, and other elements correlating with the text. Last but not least, the children are inquired about the text after reading it.
Literacy is the set of skills possessed by a person, highlighting the cognitive abilities of said individual. Namely, reading and writing are the elements most commonly associated with the notion of literacy (UNESCO, 2006). The notion of literacy is also connected with the idea of acquiring a level of social awareness, operating in the socio-economic environment, and reflecting critically on both personal and social concepts (UNESCO, 2006). Thus, being literate is a combination of possessing certain cognitive skills as well as their practical appliance in the physical world.
Emergent literacy is the concept illustrating one’s literate abilities before acquiring the skills to actually read and write. In this case, a very young child is constantly in the process of cognitive development, which, later on, shifts into literary. For example, naming various letters, knowing how each of them sounds, and reading words are among the activities often associated with the concept of emergent literacy (Kaderavek & Justice, 2000). Before conventional reading, the child is able to perform the aforementioned activities, which is a precursor to being considered literate. The importance of emergent literacy is connected with the outcomes followed by the notion. Namely, a child with no skills in relation to phonetic perception and letter recognition is likely to encounter severe difficulties when learning to read.
Emergent literacy is different from the concept of reading readiness. Reading readiness illustrates the presence of skills and circumstances highlighting that the child is ready to learn to read. On the one hand, emergent literacy implies that literacy is a process, and acquiring reading and writing skills is the step after showing signs, such as identifying letters, scribbling, and pretending to read. On the other hand, reading readiness is not a process but rather a point in time at which the student has acquired all the necessary precursors to start to read.
Three questions can be identified to contribute to the pool of knowledge in regard to the reading material. What would a standardized assessment for reading readiness include? The question. Arises as a result of the determination that the concept is more socio-behavioral rather than academic and scientific (Irvin et al., 2013). Moreover, is emergent literacy a definite precursor to literacy? In this case, statistical analyses can be applied to determine the answers. Last but not least, how can teachers encourage emergent literacy in children who show signs of slow development?
References
Irvin, S. P., Alonzo, J., Nese, J. F. T., & Tindal, G. (2013). Learning to read: Kindergarten readiness growth in reading skills. National Center on Assessment and Accountability for Special Education.
Kaderavek, J. N., & Justice, L. (2000). Children with LD as emergent readers: Bridging the gap to conventional reading. LD Online.
Opiz, J. E. M. (2020). Understanding, assessing, and teaching reading: A diagnostic approach (8th ed.). Pearson.
UNESCO. (2006). Understandings of literacy. In Education for All Global Monitoring Report (pp. 147–159). UNESCO.