Effective PRACTICE

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Walden University *

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8082

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Communications

Date

Jan 9, 2024

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docx

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Running head: Classroom Culture 1 Effective Practice Walden University Emmanuelle Pierre EDUC 8082 Dr. Yarosz

Classroom Culture The Changing Landscape of Classroom Diversity and Effective Literacy Instruction In today's classrooms, students come from various backgrounds, cultures, and life experiences. As a result, teachers face the challenge of meeting the diverse needs of their students. According to Akinlar and Dogan (2017), adapting lesson plans to consider the academic achievement of students from different racial, ethnic, and socioeconomic groups is crucial. Effective teachers are aware of their students' talents, academic accomplishments, learning preferences, and needs (Stronge, 2007, p. 71). To raise students' reading and literacy levels, teachers must take the initiative to get to know their students on a deeper level. The importance of reading cannot be overstated. It offers positive neurological and psychological benefits, broadens perspectives, provides amusement, and sparks the imagination. Research suggests that background knowledge aids in understanding what one reads (Dochy et al., 1999; Krashen, 2004; Peregoy & Boyle, 2004, as cited in Brown, 2007). Additionally, teachers can establish connections between texts and English Language Learners (ELLs) by building on their prior knowledge (Herrera et al., 2010). The article "Effective Practices for Developing Literacy Skills of English Language Learners in the English Language Arts Classroom" by STJBAC (2012, February) provides valuable insights into enhancing literacy teaching and learning. As a Title I school, expansion is inevitable, and embracing new knowledge as tools for significant advancement is crucial. Reading is a vital mediator for effective learning in all subject areas (Brown, 2007). When you read, your brain engages in various ways. Understanding the words on the page is just the beginning. Reading improves analytical abilities, memory, and creativity. Sharing this material with colleagues can help improve content delivery skills, which is essential for promoting literacy

Classroom Culture in the classroom, particularly among ELLs. I have identified three crucial ideas from the research that can enhance students' literacy development. Firstly, teachers must acknowledge that ELLs' native language literacy abilities can influence how they process information in English. This is especially relevant for Title I schools. Teachers should also help ELLs develop their academic vocabulary by actively involving them in learning and connecting it to real-world situations. Furthermore, teachers should assist ELLs in learning metacognitive reading techniques that empower them to monitor and correct their understanding of texts as needed. Reading instills values and exposes readers to different perspectives and ways of life. While some argue that reading texts above a student's instructional reading level may cause frustration, research suggests that students can read books they are interested in, even if they are above their supposed level (Halladay, 2012). This is particularly important for students from diverse socioeconomic backgrounds, as they have different educational experiences and cultural backgrounds. Parents also play a crucial role in children's reading and literacy development. Sharing the importance of phonological awareness with families can have a significant impact. Research shows that phonological awareness is vital for learning to read (Snow et al., 1998), and incorporating it into early interventions can benefit kindergarten-level readers (Leafstedt et al., 2004). Creating dialogues at home that

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Classroom Culture involve manipulating spoken word sounds and segmenting words into sounds can promote spoken language and improve literacy. Teachers must also be aware of the significance of literacy in the home language, as it prevents misinterpretation of student errors as a lack of comprehension or literacy skills. Implementing an open-door policy encouraging parents to share literacy trends they observe at home can help bridge the gap between home and school. Incorporating new research findings into classroom practice, such as the KWL strategy (What I Know, What I Want to Know, What I Learned), can help students actively engage with the material and become more aware of their learning needs. This, in turn, improves reading and writing skills. Teachers must adapt as the education landscape evolves to ensure effective literacy instruction. It is crucial to recognize that literacy instruction should positively impact student learning. By embracing the ever-increasing diversity in the classroom and implementing best practices, teachers can equip students with the necessary reading skills to navigate life's challenges beyond school.

Classroom Culture Reference Akinlar, A., & Dogan, S., (2017). Investigating multicultural education phenomena in minority and public high schools in turkey: A multiple case study. Eurasian Journal of Educational Research , 71, 1-20. Retrieved from Ebscohost. (Ascension No. 125823203) Brown, C. L. (2007). Supporting English language learners in content-reading. Reading Improvement , 44(1), 32–39. Halladay, J. (2012). Revisiting key assumptions of the reading level framework. The Reading Teacher, 66 (1) , 5362. Herrera, S. G., Perez, D. R., & Escamilla, K. (2010). Teaching reading to English language learners: Differentiated literacies . Boston, MA: Allyn & Bacon Hervey, S. (2021, April 8). What is Effective Teaching of Literacy? Generation Ready. https://www.generationready.com/white-papers/what-is-effective-teaching-of- literacy/ Leafstedt, J. M., Richards, C. R., & Gerber, M. M. (2004 ). Effectiveness of explicit phonological- awareness instruction for at-risk English learners. Learning Disabilities Research & Practice , 19(4), 252–261. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children . Washington, DC: National Academy Press. S.T.J.B.A.C. (2012, February). Effective Practices for Developing Literacy Skills of English Language Learners in the English Language . Https://Files.Eric.Ed.Gov/Fulltext/EJ1109828.Pdf. Retrieved July 17, 2022, from https://files.eric.ed.gov Stronge, J. (2007). Qualities of effective teachers . (2nd ed.). Alexandria, Virginia.

Classroom Culture Association for supervision and curriculum development. Vacca, R. T., & Vacca, J. L. (2008). Content area reading: Literacy and learning across the curriculum (9th ed.) . Boston, MA: Pearson. Steele, D. D. (2017). Relationship Between Teacher Instructional Preparedness and English Learner Language Arts Performance. https://core.ac.uk/download/147842123.pdf

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Effective PRACTICE

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