Philosophy of Literacy Education

Reading, writing, and word work are skills that make all other learning possible. They are skills a student must possess in order to become successful within our society. In addition, students must possess the skills of speaking, listening, and viewing. The term literacy has become broader and now encompasses several essential skills. According to Cecil, Gipe, and Merrill, “Literacy is not something we do in school during English, reading, or language arts class. The term literacy has come to describe competence in a special field, such as computer or math literacy, and includes many types of multiple literacies, such as visual, media, cultural, and workplace, to name a few” (2014).

I have come to realize that there is one extremely important factor to a student’s literacy development and success: an effective teacher. An effective teacher is able to share his or her own knowledge and skills to improve his or her students’ learning experience. They are able to explicitly model effective strategies and techniques for their students to practice independently. According to Gunning, “Effective teachers’ students read more books and write more stories” (2010). In addition, teachers should take time to learn and understand their students’ life experiences, interests, and cultures to bridge the gap between school and home. In return, this understanding will foster a strong sense of community within a classroom environment. Students should view their classroom as a positive safe space, where they can take risks and freely express their knowledge and opinions.

Students have a wide variety of instructional abilities and needs regarding literacy. An effective teacher is able to fully understand that each student learns in a variety of ways and paces. Students’ ability levels vary from independent to frustrational. Instruction must be created and differentiated to best support the needs of all students, regardless of their ability level. Literacy instruction can be taught in a variety of ways. The options are endless. It is ultimately the teacher’s responsibility to ensure that instruction is engaging and motivating to his or her students, contains a purpose, and is authentic. Marrow and Gambrell state, “Teachers can provide instruction in the most essential literacy skills, but if our students are not intrinsically motivated to read, they will never reach their full literacy potential” (2011).

I strongly believe that every child possesses the ability to become successful in reading and writing. Learning to become a successful reader and writer cannot be achieved overnight. Developing strong reading and writing skills and techniques are processes that take lots of time and effort. When incorporating the most effective and research based practices, successful literacy learners will emerge. It is important to provide students with scaffolded instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension to promote independent and voluntary reading (Marrow & Gambrell, 2011). Each student will approach literacy development in a different way. No one student will read or write as strongly or as weakly as the next. In order for students to become successful in these areas, they must practice and grow at their own pace and instructional level.

Teaching students to foster a love for literacy is task that is constantly growing and changing. This challenging task must be nurtured throughout the students’ literacy education in order for them to become lifelong learners. Throughout this process, it is important that the students receive direct instruction, modeled instruction, guided practice, and eventually independent practice. Students need to be given activities, materials, and resources that will maximize their learning to its full potential, based on their own abilities. Hands-on and collaborative activities in literacy are found to be highly effective and engaging for students. According to Marrow and Gambrell, “Collaborative learning contexts have been found to result in greater student achievement and more positive social, motivational, and attitudinal outcomes for all ages, genders, ethnicities, and social classes than individualize or competitive learning structures” (2011). These activities, materials, and resources will in turn increase the students’ excitement, motivation, and passion regarding literacy learning both academically and recreationally. I believe with the proper guidance and instruction from an effective teacher, successful and effective reading, writing, and word work will be achieved.

Work Cited

Cecil, N.L., Gipe, J.P., & Merrill, M. (2014). Literacy in grades 4-8: Best practices for a comprehensive program (3rd edition). Scottsdale, AZ: Halcomb Hathaway Publishers.

Gunning, Thomas G. (2010). Creating literacy: Instruction for all children (7th edition). Boston, MA: Pearson.

Morrow, L.M., Gambrell, L.B. (2011). Best practices in literacy instruction (4th edition). New York, NY: The Guildford Press.