Best Practices in Literacy Acquisition

Bell,áMcCallum, and Coxá(2003) reported that reading difficulty in school is common and accounts for up to 80% of initial learning disability diagnoses. Hettinger and Knapp (2001) presented views of best practices in literacy acquisition from an elementary school child with reading difficulty.á When interviewed this student stated that school was a problem due to his inability to read. He felt frustrated and avoided reading assignments. He lashed out in anger at his inability and this resulted in negative feedback from teachers and peers. This student stated that the teacher never reads for fun, he didn't like the books that were read, and he did not receive the help needed to sound out words in class. This student recommended that if a student is having trouble reading, he should not receive bad grades but should receive hints until he can figure out the material. The student also stated that help should be sought from a counselor if he was having more trouble than that. Hettinger and Knapp (2001) concluded that students

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phonics is not the only approach used for word recognition interventions; analogies to words known are used to help people recognize new words. Vocabulary teaching is an important part of teaching reading and good readers are able to comprehend why they are reading a text. Balanced reading instruction helps develop active skills in students with comprehension strategies. Self-monitoring is important for balanced reading instruction to help student become aware when they are having problems with reading. Extensive reading increases word recognition skills and fluency. Relating prior knowledge while reading helps increase comprehension and writing is another method to increase comprehension and reading. Finally students must be motivated to read and write. Balanced literacy instruction programs include all of these methods and more, as has been evidenced by exemplary teachers and their positive student-reading outcomes. Mather,áBos,áand Baburá(2001) studied perceptions and knowledge about early literacy instruction in a sample of preservice and inservice teachers.á These authors noted that the elementary school years are important years for learning reading and general education teachers face the challenge of helping student
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ChardáVaughn Tylerá2002, Ysseldyke Thurlow, Starosta Sacksá2004, Erickson Pressley, Gibb Wilderá2002, McPhillipsáHepper Mulherná2000, Horneráand Connellá2003, European American, Almondáand Harnissá1998, Lesley Labbo, et al, phonological awareness, learning disabilities, reading fluency, reading skills, et al 2002, al 2002, children reading, reading difficulties, literacy instruction, reading instruction, et al 2001, keel et al, chard et al, et al concluded,
Approximate Word count = 9199
Approximate Pages = 37 (250 words per page)

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