Literacy Development
Tram Do Skalinski

Reading

guided

shared

independent

self-monitoring strategies

teacher read aloud

pre-reading skills

text awareness

understanding text holds meaning

phonological awareness

syllables

onsets

rhymes

phoneme

phonemic awareness

isolation

blending

segmentation

addition/deletion

substitution

Morphology

Structure Word Inquiry/Scientific Word Investigation
(Kirby & Bowers, 2012)

decoding skills

prefixes, suffixes,
base/root words

vocabulary development

etymology

Fluency

prosody (Rasinski, 2011)

modeling fluent reading

repeated reading

assisted reading

automaticity

MAPPS (Ransinski & Samuels, 2011)

Model fluent reading
Assisted reading for support
Practice reading wide and deep
Phrasing of words in meaningful groups
Synergy to make the whole greater than the sum of its parts

Comprehension

predicting

existing knowledge

visualizing

questioning

rereading

repeated reading

summarizing

inferring

synthesizing

Reciprocal Teaching (Knatim, 2009)

predicting

summarizing

questioning

clarifying

Text consideration (Fisher, 2015)

Content areas

information and narrative text concepts and vocabulary (Pollard et al. 2011)

vocabulary and concepts built around thematic units (Pollard et al., 2011)

Teacher-led Questioning

lower to higher order questions

QAR approach (Stahl, 2004)

Right There

Think and Search

Author and You

On My Own

Listening

oral language

comprehension

vocabulary

language patterns

Writing

pre-writing

alphabetic knowledge

understanding print holds meaning

phonological awareness

scribbling

drawings

ideas

convention

grammar

sentence fluency

word choice

vocabulary development

morphology

Structured Word Inquiry
(Kirby & Bowers, 2012)

explicite instruction eg.
Sample Instructional Sequence
(McKeown & Beck, 2011)

enhance language as year progresses;
"friendly explanations" - defining words in
everyday connected language
(Land & Allen, 2010)

opportunities to apply new language
(Land & Allen, 2010)

"word consciousness" (Blachowicz et al., 2006)

voice

organization

writing process

3 components (Mayer, 2008)

planning

development and organization of ideas

translation

converting ideas into words

reviewing

detection and correction of errors,
internalize revision process

30 minutes each day (Graham & Harris, 2016)

students write about what they know or have researched
(Mayer, 2008)

self-regulating
(Harris et al., 2013)

goal setting SRSD

Speaking

community meetings

partner shares

student-teacher conferences

small group interactions

peer learning

presentations

teacher led mini lessons

conversations at home

read alouds

Text Talk (Beck & McKeown, 2015)

Dialogic Thinking (Reading Rockets, 2014)

New learning written in green boxes and connections made between components
are marked with green, dotted lines.

References

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References:Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10-20.Faver, S. (2008). Repeated reading of poetry can enhance reading fluency. Reading Teacher, 62(4), 350-352.Fisher, D. & Frey, N. (2015). Selecting Texts and Tasks for Content Area Reading and Learning. Reading Teacher, 68(7), 524-529. DOI: 10.1002/trtr.1344Graham, S., & Harris, K. R. (2016). A path to better writing: Evidence-based practices in the classroom. The Reading Teacher, 69, 359-365. DOI: 10.1002/trtr.1432Harris, K. R., Graham, S., Friedlander, B., & Laud, L. (2013). Bring powerful writing strategies into your classroom! The Reading Teacher, 66, 538-542.DOI: 10.1002/TRTR.1156Kirby, R., & Bowers, N. (2012). Morphology works. What Works? Research into Practice, Ontario Ministry of Education Literacy and Numeracy Secretariat.http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Morphology.pdfKnatim. Summarization 6 reciprocal teaching pt 1. YouTube. (2009, March 4). https://youtu.be/8oXskcnb4RALane, H. B., & Allen, S. A. (2010). The vocabulary rich classroom: Modeling sophisticated word use to promote word consciousness and vocabulary growth. The Reading Teacher, 63, 362-370. Mayer, R. (2008). Learning to write. In R. Mayer, Learning and Instruction (2nd. Ed. pp. 120-151) Upper Saddle River: Pearson.McKeown, M. G., Beck, I. L. (2011). Making vocabulary interventions engaging and effective. In R. E. O’Conner, & P.F. Vadasy, (Eds.). Handbook of reading interventions (pp. 138-168). New York, NY: Guilford Press.Pollard-Durodola, S., & Gonzalez, J. E., Simmons, D. C., Davis, M. J., Simmons, L., & Nava-Walichowski, M. (2011). Using knowledge networks to develop preschoolers’ content vocabulary. The Reading Teacher, 65(4), 265-274. DOI: 10.1002/TRTR.01035Rasinski, T. V., & Samuels, S. J. (2011). Reading fluency: What it is and what it is not. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed., pp. 94-114). Newark, DE: International Reading Association.Reading Rockets. (2014, April 16). Reading as Dialogue [Video].  YouTube. https://www.youtube.com/watch?v=yNi2huTBaP8Stahl, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. The Reading Teacher, 57, 598-609.

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Explicit instruction of skills and strategies is vital for development; activating existing knowledge, teacher modeling and scaffolding of skills, gradual release to establish student proficiency