Teaching Literacy in the Primary School

All elements of literacy are inter-related. This go offvass forget examine the translation process and how the instruct of speaking, listening, makeup and reading every last(predicate)(prenominal) last(predicate) influence educatees festering in many an(prenominal) behaviors. One pupils run-in and literacy reading will be explored in this context, with a particular emphasis on his reading progression. Literacy is the ability to use linguistic process to fleet ones ideas expressively, finished speaking and writing and receptively, through listening and reading. (Palmer, S 2003). The Department for procreation (2012) explains that pupils acquisition of lyric allows them to accession learning crosswise the curriculum.Notably, reading aids pupils formulatement culturally, emotionally, spiritually and affablely. Since 1988 and the introduction of the interior(a) Curriculum, the government drive overseen the direction of position and literacy in schools. It was not until the publication of The Rose Review in 2006 however, that a standard strategy for instructing reading was devised. In his report, Rose reviewed the way early reading was taught and advised that all clawren should imbibe a ascertain foundation of phonics knowledge so that they are able to link graphemes to phonemes and amalgamate these into haggling.As a burden, it became statutory for schools to use a daily, systematic, synthetic style of instruct phonics. To help schools instigate this new t for each oneing style, the Communication, Language and Literacy Development picture (CLLD) was introduced in 2006. Local authorities were given trained consultants, often instructors, who could prototype high quality phonics statement and ensure the findings of the Rose Review were implement effectively.Ofsted (2010) reported, that several schools, from a sample demonstrating outstanding practice in their teaching of early literacy, used a scheme such as earn and Sounds, published by the Department for Education and Skills (DfES) in 2007. These schemes initially teach phonemes alongside their written representation (graphemes), followed by the skill of blending and segmenting graphemes to lay aside and decode individual words. It is widely recognised that the teaching of phonics enables children to decode words, and does not teach an find outing of vocabulary. The skill of decoding is not overflowing to enable children to read effectively.Rose (2006) in any case observe this in his review, Different kinds of teaching are infallible to develop word recognition skills from those that are needed to foster the comprehension of written and spoken language. Wyse and Parker (2010), cited by the Institute of Education (2012), argue in favour of contextualised teaching, which begins by looking at whole texts that pupils can relate to, thus motivating them to read independently. They championship that although important, the teaching of phonics, in a way where it is exaggerated above all other elements, comes with serious risk and that childrens language skills develop trounce through classroom talk.Until recently, the importance of mouth and Listening was overlooked by many schools. Ofsted (2005) reported that the teaching of speaking and listening had been neglected and the localize of contexts in which children are given the opportunity to converse with their peers was constrained. It is crucial to understand that as each strand of literacy is equally important, a child who struggles to communicate verbally will engender difficulty in communicating or understanding concepts in written form. Douglas (2009) observes, Speaking and listening skills underpin all learning and are the start of all other literacy skills.Rose (2006) observed, Schools abide massive opportunities and unique advantages for developing speaking and listening skills. Activities such as talking partners develop childrens vocabulary by getting them to section their ideas about set questions in short bursts, throughout the lesson. This technique can be integrated into the teaching of any concept across the curriculum, sum the opportunities to acquire new language are infinite. period of play is part of the Speaking and Listening strand of the National Literacy Strategy.McMaster (1998) explains that it is an invaluable tool as it supports every aspect of literacy development. Drama can extend vocabulary develop decoding and conversational skills and improve understanding of syntax, as well as metacognitive knowledge. Drama also aids personal, social and emotional development (PSED). By kind in situations as if they were real, children build the confidence to express themselves and develop creative thinking and empathy. These attri andes are closely associated with reading development, as they facilitate comprehension and answer (Wagner, B.1988 Vygotsky, S. 1976 cited by McMaster, J. 1998)Poetry is also a useful tool to improve pupils personal, social and emotional development (PSED). Children should be encouraged to believe that poetry is a normal human operation, a very intense one and an activity that people often resort to at crucial times in their lives which shows its central importance. (Longley, M. 2008 cited by McLeish, J. 2008) In Early Years Foundation give (EYFS) and Key Stage 1, learning nursery rhymes and other unprejudiced poems and songs assists the development of phonological awareness.The repeated rhythm and rhyme patterns develop an understanding of how words can be broken into syllables. The next stage is to understand that each syllable is made up of a structure of gruellings, onsets (the initial phoneme) and rimes (the remaining sound in the syllable. ) Wilson (2005) believes this is a fundamental skill to develop if a child is to blend and segment efficiently. Sharing poetry and re-telling stories provide the basis for the ripple for Writing initiative, developed by The Nationa l Strategies (2010), in conjunction with Pie Corbett.The National Strategies explain good readers learn about the skills of writing from their reading and go across (consciously or unconsciously) upon its models in their own work. Reciting poetry and rhymes, and re-telling stories enable children to assign language (referred to as imitation) so that it can later be reused in their own writing automatically. Once this skill is mastered, children can continue to compound parts of the trading floor (innovation) using aids such as story maps and shared writing. The final stage is invention, at this point pupils use the language and writing styles they acquired to create their own pieces of writing.In his early workshops, Corbett (2008) stated that these approaches to learning also work extremely well when teaching children to write in a non-fictional context. The use of speaking and listening is also an invaluable tool when teaching children with special educational needs (SEN). Co rbett (2004) states Many children with special needs have succeeded using this multi-sensory, oral strategy to developing composition. These children need as many opportunities as possible to internalise new vocabulary and writing styles that may be unfamiliar.The same is applicable to pupils who are learning English as an additional language (EAL). These children have the extra hurdle of comprehending vocabulary and writing styles that may differ greatly to that found in their first language. Cummins (1999) explains, thither are clear differences in acquisition and developmental patterns between conversational language and donnish language, or BICS (basic interpersonal communicative skills) and CALP (cognitive academic language proficiency). Children generally develop BICS within two grades of immersion in the target language, providing they spend much of their time inschool interacting with natural speakers.However, it typically takes children between five and seven years to develop CALP and thereof be working at a linguistic level interchangeable to their native speaking peers. It is therefore vital to provide a wide, vary range of opportunities for students to converse. The DFES (2004) explains, Bilingualism is an asset, and the first language has a continuing and significant voice in identity, learning and the acquisition of additional languages. Children who are truly bilingual will often work at a higher academic level than those who speak one language.Child C is a six year old boy. He is a native English speaker, although he does have developmental problems with his rescue and is currently seeing a linguistic process therapist. He lives with both his parents and his two brothers, aged seven and two. The following information has been sourced from interviews with his teachers and mother, his speech and language reports and his records of attainment. Permission from Cs parents and school were sought in order to include him in this study, and for reasons of confidentiality his anonymity will be value throughout. C was born nine days late with no issues at birth.C refused solid food until about 10 months of age, and his mother explained that he has constantly expressed a dislike for food that requires a lot of chewing. It was suggested to Cs parents that this may be a impart factor to his speech difficulties. C started babbling at about 22 months, experimenting with sounds and a a few(prenominal) words. His mother was able to understand his attempts to communicate by around 3 years of age, although other members of his family and the practitioners at his nursery school struggled to understand him, this caused C to become greatly frustrated and stressed when trying to express his wants and needs.It was at this point that C was referred for speech therapy. He was also referred for hearing tests which did not uncover any auditory problems. C and his older brother have shared books with their parents before bedtime since C was 2 years old. His mother explained that uncomplete of the boys demonstrated a strong interest for books and requests to be read to, apart(predicate) from before bed, were infrequent. Cs lack of interest was also observed by his EYFS teacher, as a result C was initially lone(prenominal) given one book a week to share at home, as much than this tended to overwhelm him and generate a refusal read at all.It was also noted in the early months of EYFS, C disliked contributing to group discussion or conversing extensively with his peers as a result of insecurity about his speech problems. He felt much more confident talking to adults on a one to one basis. C left EYFS with a reading level higher than the national just for his age group, although lower than that of most of his classmates. His ability to blend and segment graphemes was good, importee he was able to read and write a range of simple words.His ability to form particular cluster sounds orally remains an issue, but his confidence to communicate with his peers and contribute to group work has alter significantly. As a result, his range of vocabulary and comprehension has also improved. C has move with his speech therapy in KS1 and he receives daily interventions with a teaching participator to help with his sound formation. Cs current class teacher has observed that his reading has significantly improved recently C will now read quite complex sentences with some expression, using a range of decoding techniques such as segmenting and looking at concomitant pictures.C recently read a short passage to the rest of his class, demonstrating his improved reading skills and confidence levels. In conclusion, speaking, listening, reading and writing are all of equal importance. The strategies, tools and initiatives explored in this essay help children develop their reading skills. apiece strand can be built upon each other to develop a pupils literacy development as a whole. macrocosm literate is esse ntial if a child is to access all areas across the curriculum.