Components of a Research-Based, Comprehensive Literacy Program

Read aloud

Reading to children is the single most powerful way to welcome them into this community of readers and writers. Hearing stories and books read aloud by “expert readers” helps children understand text and how it “works.” Particularly valuable is the conversational interaction between expert and novice readers as they look at illustrations, make predictions about what will come, discuss characters’ actions, and appreciate language.

As children listen to stories read aloud, they:

• Share a pleasurable experience

• Experience a model of fluent, expressive reading

• Learn the structure of stories (enabling children to begin to “talk like a book”)

• Learn about ideas, characters, issues, events, dilemmas, and problem solving strategies that they might not be able to read on their own.

Shared reading and writing

Developed first by Don Holdaway, shared reading and writing are crucial “scaffolding” steps in literacy development. In shared reading, students and teacher read aloud together. The teacher, as the “expert,” models and demonstrates various reading and writing strategies as the students join in. Essentially, the “task” of reading and writing is shared in a supportive context. Common texts for shared reading include songs and poems, big books, and class-generated writing (such as a daily message or newsletter). According to Fountas and Pinnell (1996), shared reading

• Demonstrates early strategies, such as word-by-word matching

• Builds a sense of story and ability to predict

• Demonstrates processes of reading extended text (multiple paragraphs)

• Involves students in an enjoyable and purposeful literacy activity

• Provides social support from the group

• Provides the opportunity for students to participate and behave like a reader

Guided reading and writing

Students at all levels need explicit instruction in the skills and strategies of reading and writing. It is during guided reading that we model, demonstrate, and provide guided practice to help readers develop effective strategies to read increasingly challenging text. According to Fountas and Pinnell (1996), the purpose of guided reading is to help students develop problem-solving strategies for independent, “silent” reading. Instruction must be based on what teachers know about students’ needs and is accomplished through both whole-class instruction and small groups of students who have similar learning needs.

As the following literacy strategies are modeled, demonstrated, and practiced during guided reading, students see them as tools for constructing meaning, rather than isolated activities that are unrelated to “real” literacy use.

Reading strategies taught during guided reading include

• Word identification strategies: Using the three cueing systems of meaning (context), word structure (syntax), and letter-sound relationships (phonics).

• Comprehension strategies:

  • drawing conclusions based on stated as well as inferred information
  • identifying important details
  • understanding the structure of narrative and expository text
  • asking and answering own relevant questions
  • monitoring own reading and using “fix-up” strategies
  • summarizing pertinent information
  • finding evidence to support a point
  • making and verifying predictions

Independent reading and writing

Independent reading and writing time helps children apply strategies for their own purposes with materials and subjects that they have chosen. Allowing children to choose their own reading material is a big factor in motivating them to choose to read. Equally important, students strengthen their proficiency with literacy strategies as they apply them on their own during independent reading and writing. Reading on their own builds students’ fluency, confidence, and competence. A key component of independent reading is helping students identify books and text that is “just right” for their reading level.

Application of reading and writing: Literature circles, integration with content, genre study, Readers Theatre, poetry

The overall goal of learning to read and write is to be able to use these processes effectively in the pursuit of enjoyment and learning. Therefore, applying literacy strategies in authentic contexts is key component of a comprehensive program. For example, in literature circles, children pull together all that they are learning in the other components of the literacy program. In addition, literature circles provide a social context that is fundamental to language learning and development. The goal of literature circles is to assist students in constructing meaning as they read, discuss write about, and respond to books. At the heart of learning through literature circles is the element of discussion. Talking with others about books is a powerful way to help students

• Develop critical thinking skills

• Rethink and refine understandings in collaboration with other readers

• Draw on and build background knowledge

• Promote both academic and social learning

Role of students’ oral reading[1]

For beginning readers, oral reading is more powerful as a strategy for practicing reading fluency than as an instructional method. Emergent readers do not “learn to read” when they read aloud; however, they can practice fluency – a critical component of successful reading. Oral reading is also an effective assessment context when a teacher takes a running record or uses miscue analysis to determine what a child knows and does as she reads.

Katherine L. Schlick Noe, Ph.D.

Seattle University

[1] Braunger, J. & Lewis, J.P. (1998). Toward a knowledge base in beginning reading. Portland, OR: Northwest Regional Educational Laboratory.