Posted: January 2nd, 2024

Research-Based Instructional Strategies for Teaching Literacy

Research-Based Instructional Strategies for Teaching Literacy
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Paper instructions:
Teachers across all grade bands and content areas must be skilled at incorporating research-based instructional strategies for teaching literacy to ensure that students are able to decode and comprehend both informational and narrative texts and demonstrate effective writing, speaking, and listening skills. Selecting appropriate strategies can help to ensure the diverse literacy needs of students are being met.

Using the topic Resources and your own research related to the Science of Reading (phonics, phonemic awareness, vocabulary, fluency, and comprehension) and the two strands of Scarborough’s Reading Rope (word recognition and language comprehension), and teaching writing, speaking, and listening skills, complete the “ECE-622 Research-Based Instructional Strategies for Teaching Literacy” template as directed.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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ECE-622 Research-Based Instructional Strategies for Teaching Literacy
Directions: Select a specific grade level (PreK-Grade 3) as the focus of the assignment and complete each section of the chart and the “Reflection” and “References” sections that are listed below the chart.

Grades PreK-3 Research-Based Instructional Strategies
Selected Grade Level (PreK-3):
Literacy Component Grade Level Literacy Standard
(Specify a grade level literacy standard related to each literacy component. If there is not a grade-specific standard for a component, select one from an adjacent grade level that could be used for remediation or extension activities.) Research-Based Instructional Strategy
(For each literacy component and standard, describe one research-based instructional strategy and provide a 1-2 sentence rationale for the selection of each strategy.)
Decoding Strategy:

Rationale:
Phonological Awareness Strategy:

Rationale:
Sight Word Recognition Strategy:

Rationale:
Vocabulary Strategy:

Rationale:
Background Knowledge Strategy:

Rationale:
Language Structures Strategy:

Rationale:
Literacy Knowledge Strategy:

Rationale:
Verbal Reasoning Strategy:

Rationale:
Learning to Write Strategies (letter, sentence and paragraph formation, and modeled, shared, interactive, guided, and independent writing activities) Strategy:

Rationale:
Speaking and Listening Strategies Strategy:

Rationale:

Reflection: In no more than 250 words, address the following.
• Select three of the instructional strategies from the chart above and describe how you would integrate the creative arts. Discuss how this creative arts integration helps to meet the diverse needs of learners.

References: Support the assignment with a minimum of 3-5 scholarly resources.

Grades PreK-3 Research-Based Instructional Strategies
Selected Grade Level (PreK-3): PreK
Literacy Component Grade Level Literacy Standard (Specify a grade level literacy standard related to each literacy component. If there is not a grade-specific standard for a component, select one from an adjacent grade level that could be used for remediation or extension activities.) Research-Based Instructional Strategy (For each literacy component and standard, describe one research-based instructional strategy and provide a 1-2 sentence rationale for the selection of each strategy.)
Decoding PreK.RF.1 – Demonstrate understanding of the organization and basic features of print. Strategy: Shared Storybook Reading. During shared storybook reading, the teacher draws children’s attention to print features like letters, words, sentences, and the directionality of print. This helps develop phonemic awareness and print awareness which are foundational for decoding. (Justice & Pullen, 2003)
Rationale: Shared storybook reading is a research-based strategy that helps young children develop phonemic awareness and print awareness, which are important precursors to decoding.
Phonological Awareness PreK.RF.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Strategy: Rhyming and Alliteration Activities. Using rhyming and alliteration games, songs, and books helps children develop an awareness of individual sounds in words. This supports the development of phonological awareness. (Castles et al., 2018)
Rationale: Rhyming and alliteration activities target specific phonological awareness skills like rhyme and onset-rime segmentation in a developmentally appropriate way for prekindergarteners.
Sight Word Recognition PreK.RF.3 – Know and apply grade-level phonics and word analysis skills in decoding words. Strategy: Environmental Print Walks. During walks around the classroom or school, the teacher points out environmental print like labels and asks children to read familiar words. This supports sight word recognition in meaningful contexts. (Justice & Pullen, 2003)
Rationale: Environmental print walks expose children to high-frequency words in authentic settings, supporting the development of an initial sight word vocabulary.
Vocabulary PreK.L.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content. Strategy: Concept Sorting. Children work with the teacher to sort pictures or objects into conceptual categories. This helps build vocabulary and concept knowledge. (Wasik & Hindman, 2018)
Rationale: Concept sorting is an effective way to actively engage young children in building vocabulary and conceptual understanding in the content areas.
Background Knowledge PreK.SL.1 – Participate in collaborative conversations with diverse partners about pre-kindergarten topics and texts with peers and adults in small and larger groups. Strategy: Read Alouds with Discussion. During read alouds, the teacher stops periodically to discuss the story, ask questions, and build on children’s background knowledge. (Justice & Pullen, 2003)
Rationale: Read alouds with discussion support language development and build critical background knowledge to aid comprehension.
Language Structures PreK.L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Strategy: Modeling Complete Sentences. The teacher explicitly models using complete sentences when speaking or writing, and encourages children to do the same. (Wasik & Hindman, 2018)

Rationale: Explicit modeling supports young children learning standard English grammar and sentence structure.
Literacy Knowledge PreK.L.5 – With guidance and support from adults, explore word relationships and nuances in word meanings. Strategy: Concept Mapping. Children work with the teacher to create a visual map linking related vocabulary words and concepts. This helps build literacy knowledge. (Wasik & Hindman, 2018)
Rationale: Concept mapping engages children in actively exploring relationships between words and deepening their understanding of word meanings.
Verbal Reasoning PreK.SL.2 – Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Strategy: Think-Pair-Share. After read alouds or discussions, children think individually, then turn to a partner to share their thoughts. Finally, some share with the whole group. This supports verbal reasoning. (Kagan & Kagan, 2009)
Rationale: Think-pair-share is an effective cooperative learning strategy that allows children to practice verbal reasoning skills in a low-risk environment.
Learning to Write Strategies (letter, sentence and paragraph formation, and modeled, shared, interactive, guided, and independent writing activities) PreK.W.2 – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Strategy: Modeled Writing. The teacher demonstrates writing while thinking aloud, then children have opportunities for guided and independent practice. (Wasik & Hindman, 2018)

Rationale: Modeling the writing process helps children learn the mechanics and purpose of writing.
Speaking and Listening Strategies PreK.SL.3 – Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Strategy: Turn and Talk. The teacher poses a question and children turn to a partner to discuss the answer before sharing with the whole group. This supports active listening and speaking skills. (Kagan & Kagan, 2009)
Rationale: Turn and talk engages all children in low-risk speaking practice to develop oral language and collaboration skills.
Reflection: Three instructional strategies that could integrate creative arts include concept sorting, read alouds with discussion, and modeled writing. For concept sorting, children could sort pictures of objects into categories and then create collages or drawings to represent each category. During read alouds, children could act out parts of the story or create props, costumes, and sets. For modeled writing, the teacher could “think aloud” while composing a story, song, or poem and children could then engage in similar creative writing activities. Creative arts integration helps address multiple learning styles and keeps children engaged.
References:

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271
Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99–113. https://doi.org/10.1177/02711214030230030101
Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. Kagan Publishing.
Wasik, B. A., & Hindman, A. H. (2018). Why wait? The importance of intentional instruction of foundations of literacy in early childhood settings. The Reading Teacher, 72(3), 349–351. https://doi.org/10.1002/trtr.1752

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