EDRS 659 - Week 2 Literacy Life Map (Spring 2024-Term B)
Key Belief #1: The Importance of Phonological Awareness
Description:
● Phonological awareness is a crucial precursor to reading success.
● It involves the ability to recognize and manipulate the sounds of spoken language.
● This skill is foundational for decoding and word recognition in early literacy.
● Add
● Add
Supporting Research: (find current research)
(Bottari, 2020)
(Baker, 2018/2024)
Key Belief #2: Whole Language Approach for Reading Comprehension
Description:
● Reading comprehension is enhanced through a whole language approach.
● Integrating various language skills, such as vocabulary, context, and syntax, is essential.
● Emphasizing meaning-making and context contributes to a deeper understanding.
Supporting Research:
Goodman, K. S. (1986). What's whole in whole language.
Pressley, M. (2000). What should comprehension instruction be the instruction of?
Key Belief #3: The Role of Prior Knowledge in Comprehension
Description:
● Prior knowledge significantly influences reading comprehension.
● Activating prior knowledge enhances understanding and retention.
● Building connections between new information and existing knowledge is vital.
Supporting Research:
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in
reading comprehension.
Carrell, P. L. (1983). Three components of background knowledge in reading
comprehension.
, EDRS 659 - Week 2 Literacy Life Map (Spring 2024-Term B)
Key Belief #4: Balanced Literacy Approach
Description:
● A balanced literacy approach, integrating phonics and whole language, is effective.
● It caters to diverse learning needs, combining explicit skills instruction with meaningful
reading experiences.
● Balancing decoding skills and comprehension strategies ensures a comprehensive literacy
education.
Supporting Research:
National Reading Panel. (2000). Teaching children to read: An evidence-based
assessment of the scientific research literature on reading and its implications for reading
instruction.
Moats, L. C., & Foorman, B. R. (2003). Measuring teachers' content knowledge of
language and reading.
Key Belief #5: Cultural Responsiveness in Literacy Instruction
Description:
● Culturally responsive literacy instruction acknowledges and values diverse backgrounds.
● Recognizing students' cultural identities promotes engagement and meaningful learning.
● A culturally responsive approach fosters a positive learning environment.
Supporting Research:
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant
pedagogy.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice.
Key Belief #6 (Biblical Perspective): Scripture as a Source of Wisdom
Description:
● Scripture is a source of wisdom and foundational to holistic education.
● Biblical principles guide ethical literacy instruction and promote moral character.
● Integrating Scriptural values contributes to a well-rounded literacy curriculum.
Key Belief #1: The Importance of Phonological Awareness
Description:
● Phonological awareness is a crucial precursor to reading success.
● It involves the ability to recognize and manipulate the sounds of spoken language.
● This skill is foundational for decoding and word recognition in early literacy.
● Add
● Add
Supporting Research: (find current research)
(Bottari, 2020)
(Baker, 2018/2024)
Key Belief #2: Whole Language Approach for Reading Comprehension
Description:
● Reading comprehension is enhanced through a whole language approach.
● Integrating various language skills, such as vocabulary, context, and syntax, is essential.
● Emphasizing meaning-making and context contributes to a deeper understanding.
Supporting Research:
Goodman, K. S. (1986). What's whole in whole language.
Pressley, M. (2000). What should comprehension instruction be the instruction of?
Key Belief #3: The Role of Prior Knowledge in Comprehension
Description:
● Prior knowledge significantly influences reading comprehension.
● Activating prior knowledge enhances understanding and retention.
● Building connections between new information and existing knowledge is vital.
Supporting Research:
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in
reading comprehension.
Carrell, P. L. (1983). Three components of background knowledge in reading
comprehension.
, EDRS 659 - Week 2 Literacy Life Map (Spring 2024-Term B)
Key Belief #4: Balanced Literacy Approach
Description:
● A balanced literacy approach, integrating phonics and whole language, is effective.
● It caters to diverse learning needs, combining explicit skills instruction with meaningful
reading experiences.
● Balancing decoding skills and comprehension strategies ensures a comprehensive literacy
education.
Supporting Research:
National Reading Panel. (2000). Teaching children to read: An evidence-based
assessment of the scientific research literature on reading and its implications for reading
instruction.
Moats, L. C., & Foorman, B. R. (2003). Measuring teachers' content knowledge of
language and reading.
Key Belief #5: Cultural Responsiveness in Literacy Instruction
Description:
● Culturally responsive literacy instruction acknowledges and values diverse backgrounds.
● Recognizing students' cultural identities promotes engagement and meaningful learning.
● A culturally responsive approach fosters a positive learning environment.
Supporting Research:
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant
pedagogy.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice.
Key Belief #6 (Biblical Perspective): Scripture as a Source of Wisdom
Description:
● Scripture is a source of wisdom and foundational to holistic education.
● Biblical principles guide ethical literacy instruction and promote moral character.
● Integrating Scriptural values contributes to a well-rounded literacy curriculum.
