All elements of literacy are inter-related. This essay will analyze the reading procedure and how the instruction of speech production. listening. authorship and reading all influence pupils’ development in many ways. One pupil’s linguistic communication and literacy development will be explored in this context. with a peculiar accent on his reading patterned advance. Literacy is the ability to utilize linguistic communication to pass on one’s thoughts expressively. through speech production and authorship and receptively. through hearing and reading. ( Palmer. S 2003 ) . The Department for Education ( 2012 ) explains that pupils’ acquisition of linguistic communication allows them to entree larning across the course of study.
Notably. reading AIDSs pupil’s development culturally. emotionally. spiritually and socially. Since 1988 and the debut of the National Curriculum. the authorities have overseen the instruction of English and literacy in schools. It was non until the publication of The Rose Review in 2006 nevertheless. that a standard scheme for learning reading was devised. In his study. Rose reviewed the manner early reading was taught and advised that all kids should hold a unafraid foundation of phonics knowledge so that they are able to associate characters to phonemes and intermix these into words.
As a consequence. it became statutory for schools to utilize a day-to-day. systematic. man-made manner of learning phonics. To assist schools incite this new instruction manner. the Communication. Language and Literacy Development Plan ( CLLD ) was introduced in 2006. Local governments were given trained advisers. frequently instructors. who could pattern high quality phonics learning and guarantee the findings of the Rose Review were implemented efficaciously.
Ofsted ( 2010 ) reported. that several schools. from a sample showing ‘outstanding’ pattern in their instruction of early literacy. used a strategy such as ‘Letters and Sounds’ . published by the Department for Education and Skills ( DfES ) in 2007. These strategies ab initio teach phonemes alongside their written representation ( characters ) . followed by the accomplishment of blending and sectioning characters to compose and decrypt single words. It is widely recognised that the instruction of phonics enables kids to decrypt words. but does non learn an apprehension of vocabulary. The accomplishment of decrypting is non plenty to enable kids to read efficaciously.
Rose ( 2006 ) besides observed this in his reappraisal. “Different sorts of learning are needed to develop word acknowledgment accomplishments from those that are needed to further the comprehension of written and spoken linguistic communication. ” Wyse and Parker ( 2010 ) . cited by the Institute of Education ( 2012 ) . argue in favor of “contextualised teaching” . which begins by looking at whole texts that students can associate to. therefore actuating them to read independently. They claim that although of import. the instruction of phonics. in a manner where it is exaggerated above all other elements. comes with serious hazard and that children’s linguistic communication accomplishments develop best through schoolroom talk.
Until late. the importance of Speaking and Listening was overlooked by many schools. Ofsted ( 2005 ) reported that the instruction of speech production and hearing had been neglected and the scope of contexts in which kids are given the chance to discourse with their equals was constrained. It is important to understand that as each strand of literacy is every bit of import. a kid who struggles to pass on verbally will hold trouble in pass oning or understanding constructs in written signifier. Douglas ( 2009 ) observes. “…Speaking and listening accomplishments underpin all acquisition and are the start of all other literacy accomplishments.
” Rose ( 2006 ) observed. “Schools provide monolithic chances and alone advantages for developing speech production and listening accomplishments. ” Activities such as speaking spouses develop children’s vocabulary by acquiring them to portion their thoughts about set inquiries in short explosions. throughout the lesson. This technique can be integrated into the instruction of any construct across the course of study. intending the chances to get new linguistic communication are infinite. Drama is portion of the Speaking and Listening strand of the National Literacy Strategy.
McMaster ( 1998 ) explains that it is an priceless tool as it supports every facet of literacy development. Drama can widen vocabulary ; develop decryption and colloquial accomplishments ; and better apprehension of sentence structure. every bit good as metacognitive cognition. Drama besides aids personal. societal and emotional development ( PSED ) . By prosecuting in state of affairss as if they were existent. kids build the assurance to show themselves and develop creativeness and empathy. These properties are closely associated with reading development. as they facilitate comprehension and response ( Wagner. B. 1988 ; Vygotsky. S. 1976 cited by McMaster. J. 1998 ) .
Poetry is besides a utile tool to better pupils’ personal. societal and emotional development ( PSED ) . Children should be encouraged to believe that poesy is a normal human activity. a really intense one and an activity that people frequently resort to at important times in their lives… which shows its cardinal importance. ( Longley. M. 2008 cited by McLeish. J. 2008 ) In Early Old ages Foundation Stage ( EYFS ) and Key Stage 1. larning nursery rimes and other simple verse forms and vocals assists the development of phonological consciousness. The perennial beat and rime forms develop an apprehension of how words can be broken into syllables.
The following phase is to understand that each syllable is made up of a construction of sounds. oncomings ( the initial phoneme ) and frosts ( the staying sound in the syllable. ) Wilson ( 2005 ) believes this is a cardinal accomplishment to develop if a kid is to intermix and section expeditiously. Sharing poesy and re-telling narratives provide the footing for the “Talk for Writing” enterprise. developed by The National Strategies ( 2010 ) . in concurrence with Pie Corbett. The National Strategies explain “…good readers learn about the accomplishments of composing from their reading and draw ( consciously or unconsciously ) upon its theoretical accounts in their ain work… .
” Declaiming poesy and rimes. and re-telling narratives enable kids to internalize linguistic communication ( referred to as imitation ) so that it can subsequently be reused in their ain authorship automatically. Once this accomplishment is mastered. kids can go on to alter parts of the narrative ( invention ) utilizing AIDSs such as narrative maps and shared authorship. The concluding phase is invention. at this point pupils use the linguistic communication and composing manners they acquired to make their ain pieces of composing. In his early workshops. Corbett ( 2008 ) stated that these attacks to larning besides work highly good when learning kids to compose in a non-fictional context.
The usage of speech production and hearing is besides an priceless tool when learning kids with particular educational demands ( SEN ) . Corbett ( 2004 ) states “Many kids with particular demands have succeeded utilizing this multi-sensory. unwritten scheme to developing composing. ” These kids need as many chances as possible to internalize new vocabulary and composing manners that may be unfamiliar. The same is applicable to students who are larning English as an extra linguistic communication ( EAL ) . These kids have the excess hurdle of groking vocabulary and composing manners that may differ greatly to that found in their first linguistic communication.
Cummins ( 1999 ) explains. “There are clear differences in acquisition and developmental forms between colloquial linguistic communication and academic linguistic communication. or BICS ( basic interpersonal communicative accomplishments ) and CALP ( cognitive academic linguistic communication proficiency ) . ” Children by and large develop BICS within two old ages of submergence in the mark linguistic communication. supplying they spend much of their clip in school interacting with native talkers. However. it typically takes kids between five and seven old ages to develop CALP and hence be working at a lingual degree similar to their native speech production equals.
It is hence critical to supply a broad. varied scope of chances for pupils to discourse. The DFES ( 2004 ) explains. “Bilingualism is an plus. and the first linguistic communication has a go oning and important function in individuality. acquisition and the acquisition of extra linguistic communications. ” Children who are genuinely bilingual will frequently work at a higher academic degree than those who speak one linguistic communication. Child C is a six twelvemonth old male child. He is a native English talker. although he does hold developmental jobs with his address and is presently seeing a address healer. He lives with both his parents and his two brothers. aged seven and two.
The undermentioned information has been sourced from interviews with his instructors and female parent. his address and linguistic communication studies and his records of attainment. Permission from C’s parents and school were sought in order to include him in this survey. and for grounds of confidentiality his namelessness will be respected throughout. C was born nine yearss tardily with no issues at birth. C refused solid nutrient until about 10 months of age. and his female parent explained that he has ever expressed a disfavor for nutrient that requires a batch of masticating. It was suggested to C’s parents that this may be a conducive factor to his address troubles.
C started ‘babbling’ at approximately 22 months. experimenting with sounds and a few words. His female parent was able to understand his efforts to pass on by around 3 old ages of age. although other members of his household and the practicians at his nursery school struggled to understand him. this caused C to go greatly defeated and stressed when seeking to show his wants and needs. It was at this point that C was referred for address therapy. He was besides referred for hearing trials which did non bring out any audile jobs. C and his older brother have shared books with their parents before bedtime since C was 2 old ages old.
His female parent explained that neither of the male childs demonstrated a strong involvement for books and petitions to be read to. apart from before bed. were infrequent. C’s deficiency of involvement was besides observed by his EYFS instructor. as a consequence C was ab initio merely given one book a hebdomad to portion at place. as more than this tended to overpower him and bring forth a refusal read at all. It was besides noted in the early months of EYFS. C disliked lending to group treatment or discoursing extensively with his equals as a consequence of insecurity about his address jobs. He felt much more confident speaking to grownups on a one to one footing.
C left EYFS with a reading degree higher than the national norm for his age group. although lower than that of most of his schoolmates. His ability to intermix and section characters was good. significance he was able to read and compose a scope of simple words. His ability to organize peculiar bunch sounds orally remains an issue. but his assurance to pass on with his equals and contribute to group work has improved significantly. As a consequence. his scope of vocabulary and comprehension has besides improved. C has continued with his address therapy in KS1 and he receives day-to-day intercessions with a instruction helper to assist with his sound formation.
C’s current category instructor has observed that his reading has significantly improved late ; C will now read rather complex sentences with some look. utilizing a scope of decrypting techniques such as segmenting and looking at attach toing images. C late read a short transition to the remainder of his category. showing his improved reading accomplishments and assurance degrees. In decision. speech production. listening. reading and composing are all of equal importance. The schemes. tools and enterprises explored in this essay aid kids develop their reading accomplishments.
Each strand can be built upon each other to develop a pupil’s literacy development as a whole. Bing literate is indispensable if a kid is to entree all countries across the course of study. WORD COUNT 1856 words Reference List Corbett. P. ( 2004 ) Imitation. invention and innovation. Literacy Today 39. Cummins. J. ( 1999 ) BICS and CALP: Clarifying the Distinction. ERIC Department for Education. ( 2012 ) . National Curriculum for English Key Stages 1 and 2 – Draft. [ on-line ] Available from: hypertext transfer protocol: //media. instruction. gov. uk/assets/files/pdf/d/draft % 20national % 20curriculum % 20for % 20english % 20key % 20stages % 201 % 202.
pdf. ( Last accessed 15 Oct 2012 ) Department for Education. ( 2004 ) Aiming High: Understanding the Educational Needs of Minority Ethnic Pupils in Mainly White Schools. DFES Publications. Douglas. J. ( 2009 ) . A new course of study. a new definition for literacy? [ online ] . Available from: hypertext transfer protocol: //www. literacytrust. org. uk/blog/1235. ( Last accessed 1 Nov 2012 ) Institute of Education. ( 2012 ) . Phonicss should be taught in context. argues new literacy book. [ on-line ] Available from: hypertext transfer protocol: //www. ioe. Ac. uk/newsEvents/65269. hypertext markup language. ( Last accessed 17 Nov 2012 ) McLeish. J. ( 2008 ) . Natural. homo and merriment.
TESS. McMaster. J. ( 1998 ) . “Doing” literature: Using play to construct literacy. The Reading Teacher. Vol. 51 ( 7 ) . p575. Ofsted ( 2005 ) . English 2000-2005: a reappraisal of review grounds. London: Ofsted. p19. Ofsted. ( 2010 ) . Reading by Six: How the Best Schools do it. [ on-line ] Available from: hypertext transfer protocol: //www. ofsted. gov. uk/resources/reading-six-how-best-schools-do-it. ( Last accessed 17 Nov 2012. ) Palmer. S. . Corbett. P. ( 2003 ) . Literacy: What Works. Cheltenham: Nelson Thornes Ltd. Rose. J. ( 2006 ) Independent Review of the Teaching of Early Reading. Final study. Nottingham: DfES Publications.