This paper shall be a review and response to each of four articles discussing different issues concerning literacy. A quotation from each article shall be highlighted and discussed. An article summary, for each, will be presented. A critique will then be given. And, finally, ideas for implementing the author′s ideas into a kindergarten classroom will be described.
Table of Contents
Abstract
Reading aloud to children: the past, the present and the future
Highlight:
Article Summary:
Critique:
Implementation Ideas:
Raising standards in reading and writing: Insights from England’s National Literacy Strategy
Highlight:
Article Summary:
Critique:
Implementation:
Assessing early literacy in young children
Highlight:
Article Summary:
Critique:
Implementation:
Phonological awareness: One key to the reading proficiency of deaf children
Highlight:
Article Summary:
Critique:
Implementation:
Objectives and Topics
This paper provides a critical review and response to four articles concerning literacy development. The primary objective is to synthesize research findings, evaluate their methodologies and conclusions, and propose practical implementation strategies for educators working in kindergarten classrooms.
- Historical and future perspectives on reading aloud to children.
- Evaluation of structured literacy policies like England’s National Literacy Strategy.
- Alternative and age-appropriate assessment methods for early literacy.
- Phonological awareness strategies for students with hearing impairments.
Excerpt from the Book
Reading aloud to children: the past, the present and the future
Reading aloud to children as a method of reading instruction has been a tool used for centuries. In fact, Durkin noted “the descriptions of the earliest education in the United States indicated that beginning reading was once taught more often in a kitchen than in a classroom.” (as cited in Guofang, 2000)
However, for approximately five decades society turned away from this tried and true method of teaching, and it wasn’t until the late 1970’s that it once again resurfaced as an effective method in encouraging the development of literacy in children. Research began to be conducted noting the beneficial qualities of reading aloud to children, but as Teale (as cited in Guofang, 2000) noted and Guofang (2000) agreed, more naturalistic studies are needed to truly give a full analysis of the effects of children being read to.
By evaluating the efforts of storytelling to children in a non-clinical setting, researchers can not only discover what is most likely to be occurring in similar households that are not under study, but also can better develop new processes to help facilitate the learning. Experiences recorded in nonrealistic settings may not be what happens in real life, and new processes developed as such may not be practical or effective.
Summary of Chapters
Reading aloud to children: the past, the present and the future: This chapter reviews historical trends in reading to children and argues for the necessity of more naturalistic research to validate its benefits.
Raising standards in reading and writing: Insights from England’s National Literacy Strategy: The chapter examines the implementation and impact of the National Literacy Strategy in England, noting significant test score improvements alongside concerns regarding "teaching to the test."
Assessing early literacy in young children: This section critiques the use of standardized, paper-and-pencil tests for young children and advocates for more subjective, observation-based assessment tools like "kidwatching."
Phonological awareness: One key to the reading proficiency of deaf children: The chapter discusses the critical role of phonological awareness for deaf students and explores visual and tactile teaching methods to improve reading proficiency.
Keywords
Literacy, Reading Aloud, National Literacy Strategy, Phonological Awareness, Assessment, Early Childhood Education, Deaf Education, Standardized Testing, Kidwatching, Storytelling, Phonics, Student Motivation, Emergent Literacy, Curriculum Development.
Frequently Asked Questions
What is the core purpose of this paper?
The paper serves as a structured review and response to four specific articles related to literacy, providing critical evaluations and practical application ideas for kindergarten teachers.
What are the primary themes covered?
The themes include the history of reading aloud, the efficacy of governmental literacy policies, alternative assessment methodologies, and strategies for teaching literacy to deaf children.
What is the main goal regarding the research?
The goal is to move beyond mere summaries to offer a critical perspective on the research presented, identifying potential gaps and proposing how these findings can be practically adapted for the classroom.
What scientific methods are discussed in the context of assessment?
The author discusses moving away from standardized testing toward informal assessment methods such as kidwatching, student interviews, and observation-based documentation.
What topics are addressed in the main body of the work?
The main body focuses on reading instruction techniques, policy evaluations like the National Literacy Strategy, age-appropriate assessment, and specific interventions for children with hearing impairments.
Which keywords define the scope of the work?
Key terms include emergent literacy, phonological awareness, literacy strategies, pedagogical assessment, and inclusive education for deaf students.
How does the author suggest applying the findings on the National Literacy Strategy?
The author suggests that while the program is successful, kindergartens should adopt its structured time blocks while also focusing on student motivation and ensuring that other subjects are not neglected.
Why does the author emphasize the use of visual and tactile patterns for deaf children?
Because traditional phonics relies on auditory input, the author argues that visual-based approaches and lip patterns are necessary to help deaf students develop the phonological awareness required for literacy.
- Quote paper
- Kimberly Wylie (Author), 2003, Article Reviews and Responses, Munich, GRIN Verlag, https://www.grin.com/document/60907
