EDC235_A1_Caroline_Reed_21067840

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EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 EDC235 Teaching Language, Literacy and Literature in Junior Primary Assessment 1: Report Author: Caroline Reed Student Number: 21067840

EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 Table of Contents: Topic Introduction Main Body What does the National Reading Panel report indicate is important for teaching reading and what do children need to learn? What does the National Inquiry into the Teaching of Literacy report indicate is important for teaching reading and what do children need to learn? What does the Independent Review of the Teaching of Early Reading indicate is important for teaching reading and what do children need to learn? What does the pedagogy (teaching) look like for a diverse group of young children taking into account the above listed elements? Conclusion

EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 Report - How do Children Learn to Read? Introduction The acquisition of literacy skills is a pivotal milestone in a child's intellectual development and educational journey. The process by which children learn to read has been a subject of extensive research and debate among educators, psychologists, and linguists (Amy Seely Flint, 2019, p. 97). Understanding how children acquire reading abilities is not only essential for educators but also for parents, policymakers, and society as a whole. Numerous research studies and major reports, such as the National Inquiry into the Teaching of Literacy (NITL, 2005) in Australia, have contributed valuable insights into the complex process of learning to read. This report seeks to delve into the key findings of these seminal works, shedding light on what is crucial for effective reading instruction and what children need to learn to become proficient readers. By examining the wealth of knowledge derived from both empirical research and expert recommendations, this report aims to provide a comprehensive understanding of the factors and strategies that underpin the development of this critical skill in children. It will also examine critical elements such as oral language development and the pedagogical approaches that best support a diverse group of young learners in this context. Main Body What does the National Reading Panel report indicate is important for teaching reading and what do children need to learn? The National Reading Panel (NRP) report, released in 2000, provides valuable insights into effective reading instruction and what children need to learn to become proficient readers. The report was based on a comprehensive review of research in the field of reading education (Amy Seely Flint, 2019, p.129). Below, are the key findings and recommendations from the NRP report: 1. Phonological (Phonemic) Awareness: The NRP report emphasised the critical importance of phonological awareness, which is the ability to recognise and manipulate the individual sounds (phonemes) in spoken words (NRP, 2000, p. 2-1). Effective instruction in phonological awareness helps children develop the foundational skills necessary for decoding and reading fluency (NRP, 2000, p. 2-2).

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EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 2. Phonics: The NRP report highlighted the significance of systematic and explicit phonics instruction, which involves teaching the relationship between letters and their corresponding sounds (NRP, 2000, p. 2-1). This approach is essential for helping children decode and read words accurately (NRP, 2000, p. 2-2). 3. Vocabulary: Vocabulary development is crucial for reading comprehension (NRP, 2000, p.3-1.The NRP report recommends that children should be exposed to rich and varied vocabulary through reading, discussions, and interactions (NRP, 2000, p. 3-3). 4. Comprehension: Reading comprehension involves understanding and making meaning from text (NRP, 2000, p. 4-1). The NRP report highlights the importance of explicit comprehension instruction, which includes strategies such as predicting, summarising, and questioning (NRP, 2000, p. 4-3). 5. Fluency: Fluency is the ability to read text accurately, quickly, and with expression (NRP, 2000, p.5-1). The NRP report recognizes that fluency is a critical component of reading proficiency, as it enables readers to focus on comprehension rather than struggling with decoding (NRP, 2000, p. 5-2). 6. Oral Language and Home Literacy: The NRP report acknowledges that a strong foundation in oral language, including listening and speaking skills, is essential for successful reading development (NRP, 2000, p. 2-4). Home literacy experiences, such as reading with parents and exposure to books, play a significant role in promoting early literacy skills (NRP, 2000, p. 2-4). In conclusion, the National Reading Panel report highlights the importance of a complex approach to reading instruction, encompassing phonological awareness, phonics, vocabulary, comprehension, and fluency (Amy Seely Flint, 2019, p.129). Additionally, it recognizes the vital role of oral language development and home literacy experiences in supporting children's reading success. These findings continue to influence literacy instruction practices and curriculum development in education today.

EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 What does the National Inquiry into the Teaching of Literacy report indicate is important for teaching reading and what do children need to learn? The National Inquiry into the Teaching of Literacy in Australia, also known as the "NITL" report from 2005, highlighted several key findings and recommendations regarding what is important for teaching reading and what children need to learn. The report stressed the significance of a comprehensive approach to literacy instruction which have been outlined below: 1. Oral Language Development: The NITL report emphasised the importance of oral language development in the early years of a child's life (NITL, 2005, p. 28). It highlighted that children should be exposed to rich and varied language experiences, including conversations, storytelling, and exposure to a wide range of vocabulary (NITL, 2005, p. 92). 2. Home Literacy Environment: The report recognised the role of the home environment in supporting literacy development (NITL, 2005, p. 101). It suggested that parents and caregivers play a crucial role in promoting literacy by reading to children and providing access to books and other reading materials (NITL, 2005, p. 15). 3. Phonological (Phonemic) Awareness: The NITL report highlighted the significance of phonological awareness, which involves recognizing and manipulating the sounds of spoken language (NITL, 2005, p. 31). It recommended explicit instruction in phonological awareness to help children understand the relationship between sounds and letters (NITL, 2005, p. 49). 4. Phonics Instruction: The report underscored the importance of systematic and explicit phonics instruction (NITL, 2005, p. 88). It recommended that children learn the relationships between letters and sounds to decode words accurately (NITL, 2005, p. 32). 5. Vocabulary Development: The NITL report recognised that a rich vocabulary is essential for comprehension (NITL, 2005, p. 32). It recommended strategies for teaching vocabulary, including

EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 explicit vocabulary instruction and exposure to a wide range of words (NITL, 2005, p. 132). 6. Comprehension Strategies: The report stressed the need for explicit instruction in comprehension strategies, such as predicting, questioning, and summarising (NITL, 2005, p. 98). It highlighted that comprehension is not just about decoding words but also understanding the meaning of text (NITL, 2005, p. 31). 7. Fluency: The NITL report acknowledged the importance of fluency in reading (NITL, 2005, p. 32). It recommended practices like repeated readings and guided readings to help children become fluent readers (NITL, 2005, p. 32). In summary, the National Inquiry into the Teaching of Literacy in Australia report from 2005 emphasised the significance of oral language development, the home literacy environment, phonological awareness, phonics, vocabulary, comprehension strategies, and fluency in teaching reading. These elements were deemed crucial for promoting literacy skills among children, and the report called for a balanced and comprehensive approach to literacy instruction (NITL, 2005). What does the Independent Review of the Teaching of Early Reading indicate is important for teaching reading and what do children need to learn? The Independent Review of the Teaching of Early Reading, commonly known as the Rose Review, was conducted in England in 2006 by Sir Jim Rose. The review aimed to examine the best practices for teaching early reading and provide recommendations for improving literacy outcomes in primary schools. Here is an outline of what the Rose Review indicated as important for teaching reading and what children need to learn: 1. Importance of Oral Language and Home Literacy: The Rose Review stressed the significance of oral language development as a foundation for reading. It highlighted that children need exposure to rich spoken language in their homes and early education settings (Rose, 2006, p.34).The review also emphasised the role of parents and caregivers in fostering a literacy-rich

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EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 environment at home, including reading to children and engaging in conversations (Rose, 2006, p. 30). 2. Teaching Phonological Awareness: The Rose Review recommended that children should be taught phonological awareness, which involves recognising and manipulating the sounds in spoken language. This includes activities like rhyming and identifying initial sounds (Rose, 2006, p. 95). 3. Teaching Phonics: Phonics instruction was identified as a fundamental component of early reading education. The review emphasised systematic and structured phonics teaching, where children learn the relationship between letters and sounds (Rose, 2006, p. 4). 4. Vocabulary Development: The Rose Review acknowledged the importance of building children's vocabulary, as a strong vocabulary is essential for understanding text. It recommended a balanced approach that integrates vocabulary instruction into reading and comprehension activities (Rose, 2006, p.89). 5. Comprehension Skills: The review highlighted that comprehension skills should be taught explicitly, focusing on strategies like predicting, summarising, and questioning. It emphasised the need for teachers to model these strategies during reading instruction (Rose, 2006, p. 38). 6. Fluency in Reading: The Rose Review recognised that fluency, or the ability to read text accurately and with expression, is a critical aspect of proficient reading. It recommended practices that promote reading fluency, such as repeated reading and guided oral reading (Rose, 2006, p. 74). In conclusion, (Rose, 2006) the Rose Review emphasised the importance of a balanced and systematic approach to teaching early reading skills, encompassing oral language development, phonological awareness, phonics, vocabulary, comprehension, and fluency. These recommendations aimed to provide a solid foundation for children's literacy development and ultimately improve reading outcomes in primary schools.

EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 What does the pedagogy (teaching) look like for a diverse group of young children taking into account the above listed elements? Pedagogy for a diverse group of young children is crucial for fostering their development in various aspects of literacy, including oral language, home literacy, phonological awareness, phonics, vocabulary, comprehension, and fluency (Flint, A. S, 2019, p.71). To address the needs of a diverse group, educators should adopt inclusive and differentiated instructional strategies (Flint, A. S, p.71). Here's an outline of what pedagogy might look like for each of these elements: 1. Oral Language Development: Inclusive Strategies: Create a language-rich environment that values and respects diverse linguistic backgrounds. Encourage peer interactions to promote language development (Flint, A. S, 2019, p.76). Differentiation: Tailor language activities to individual language proficiency levels (Flint, A. S, 2019, p.77). 2. Home Literacy: Inclusive Strategies: Incorporate diverse cultural and linguistic materials into the classroom library to represent the backgrounds of all students (Flint, A. S, 2019, p.81). Differentiation: Offer various types of home literacy support, considering the unique home environments of each child (Flint, A. S, 2019, p.81). 3. Teaching Phonological Awareness: Inclusive Strategies: Engage children in multisensory activities that involve listening, speaking, and movement to develop phonological awareness skills (Flint, A. S, 2019, p.72). Differentiation: Adjust the complexity of phonological tasks based on each child's developmental stage (Flint, A. S, 2019, p.72). 4. Teaching Phonics: Inclusive Strategies: Use a balanced approach to phonics instruction that includes both systematic and explicit teaching of phonics rules, while also allowing for exceptions (Flint, A. S, 2019, p.72).

EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 Differentiation: Provide varying levels of phonics instruction based on individual progress and readiness (Flint, A. S, 2019, p.72). 5. Vocabulary Development: Inclusive Strategies: Integrate diverse vocabulary words that reflect the children's cultural backgrounds and experiences (Flint, A. S, 2019, p.79). Differentiation: Offer opportunities for children to explore vocabulary at their own pace, using context and real-world connections (Flint, A. S, 2019, p.79). 6. Comprehension Skills: Inclusive Strategies: Use culturally relevant texts and stories to engage children's interest and connect with their own experiences (Flint, A. S, 2019, p.79). Differentiation: Provide comprehension strategies tailored to individual needs, such as visual aids, graphic organizers, or discussion groups (Flint, A. S, 2019, p.79). 7. Fluency Development: Inclusive Strategies: Encourage oral reading practice with various texts and genres to enhance fluency and expression (Flint, A. S, 2019, p.129). Differentiation: Adjust reading materials and pacing to match each child's fluency level and challenge them appropriately (Flint, A. S, 2019, p.129). Incorporating these inclusive and differentiated pedagogical strategies ensures that all young children, regardless of their background or learning style, receive meaningful literacy instruction that supports their development and fosters a love for learning (Flint, A. S, 2019, p.92). These approaches recognise and value the diversity of experiences and abilities within the classroom, promoting equitable learning outcomes (Flint, A. S, 2019, p.92). Conclusion In conclusion, understanding how children learn to read is a complex and multifaceted process that draws upon a wealth of research and recommendations from various sources. The insights gathered from the National Reading Panel report, the National Inquiry into the Teaching of Literacy 2005 report, and the Independent Review of the Teaching of Early Reading have all played pivotal roles in shaping the pedagogy for a diverse group of young children.

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EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 One key takeaway from these reports is the importance of a balanced approach to literacy instruction. The integration of oral language development, fostering a rich home literacy environment, and explicit teaching of phonological awareness, phonics, vocabulary, comprehension, and fluency are all vital components of effective reading instruction. Moreover, recognizing the unique needs of individual learners and tailoring instruction accordingly is paramount to success. In today's diverse educational landscape, it is imperative that educators and policymakers continue to adapt and refine their approaches to teaching reading. By embracing evidence- based practices and remaining committed to ongoing professional development, can ensure that every child has the opportunity to unlock the world of literacy and embark on a lifelong journey of learning and discovery through the power of reading. The insights and recommendations provided by these seminal reports serve as a guiding light towards this noble goal, promising a brighter future for generations to come.

EDC235 Teaching Language, Literacy and Literature in Junior Primary Caroline Reed 21067840 References Amy Seely Flint. (2019). Literacy in Australia : pedagogies for engagement (3rd ed.). John Wiley & Sons Australia, Ltd. Director of the National Institute of Child Health and Human Development . (2000). National reading panel. Rose, J. (2006). Independent Review of the Teaching of Early Reading - The Rose Review. Rowe, Ken. (2005). National Inquiry into the Teaching of Literacy (Australia) – The Rowe Report.

EDC235_A1_Caroline_Reed_21067840

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