Our world is a diverse space full of a range of people, qualities, and skills. The world runs off of many things, but language is the backbone of that. Communication is essential to interactions, and that communication stems from both oral and  written language. “Oral language is a system in which spoken words are used to express knowledge, ideas, and feelings” (Neumann, 2019, p. 1). “Written language is just one of the semiotic systems children must learn to interpret, construct, and manipulate” (Taylor & Leung, 2020, p. 1).  As educators, our job is to help shape individuals ready to participate in the world around them through means of communication. This is completed by means of evidence-based literacy instruction.

Literacy instruction helps to assist students with reading, writing, listening, and oral skills of language. Instruction of language should be systematic and authentic. All aspects of language are necessary, including phonetics, phonology, morphology, syntax, semantics, and pragmatics. Instruction should be taught directly and explicitly, while also including engagement. Scaffolding is essential in the classroom. This includes the release on control from direct instruction, guided instruction, and independent practice. The best methods for teaching word study are clearly outline in the text Words Their Way. The described instruction includes various methods of best practice, including scaffolding and differentiation. “For students of all ages and language backgrounds, knowing the ways in which their written language represents the language they speak is the key to literacy” (Bear, et al., 2016). When students are confident in themselves and the process, the literacy skills should be practiced individually with guiding feedback from the teacher and peers. Allowing students the ability to practice skills with peers allows for the use of metacognition and self-corrections.

Evidence-based literacy methods provide instruction that is tailored to meeting the needs of the growing mind in a systematic way. However, this is not to say that the methods are perfected and suitable for every student. Instruction must be adapted to meet the specific needs of individual students. Students’ home life and background knowledge also play a large role in learning language and literacy. All components of a student’s life must be taken into consideration before instruction can be effectively taught. Differentiation plays a large role in tailoring instruction to meet the needs of each student.

Comprehension is an important aspect of literacy that is essential across disciplines. Literacy can and should be used in every subject for multiple purposes. Comprehension is essential when reading and when listening. Giving a meaning to literacy with authentic practice is a way for students to see the importance in the task. Different strategies can be used to support comprehension while reading. these strategies and tools can then be carried across a lifetime to support comprehension of different topics.

As an educator, my task is to supply my students with a strong literacy education. This allows for these students to function in the world around them through multiple means of language and communication. “Language is a powerful socializer: by learning language, children also learn how to interact with others, how to comprehend, and how to learn in ways that are culturally shaped” (Grover, et al., 2019, p. 95). Using evidence-based literacy methods will provide these students with the best quality education. Tailoring instruction or individual students will ensure that each student is being served properly.

 

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, N.J: Merrill.

Grover, V., Uccelli, P., Rowe, M., & Lieven, E. (2019). Learning through language: Towards an educationally informed theory of language learning, Cambridge University Press.

Neumann, M. M. (2019). Social robots and young children’s early language and literacy learning. Early Childhood Education Journal, 1-14.

Taylor, S. V., & Leung, C. B. (2020). Multimodal literacy and social interaction: young children’s literacy learning. Early Childhood Education Journal, 48(1), 1-10.