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Introduction
Literacy Knowledge and
Skills
Professional Development
Resources
Model Literacy
Programs
Teacher
Self-Assessment
Helpful Resources for
Parents
Acknowledgments
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Kindergarten through third-grade level teachers
should have a knowledge base about various elements of literacy and be
able to plan and implement activities that demonstrate their ability to
apply their knowledge to practice. These elements
include:
- language development as it relates to literacy
- relationship between early literacy behavior and conventional
reading;
- features of an alphabetic writing system and other writing systems;
- phonology and morphology in relation to spelling;
- comprehension and its dependence on other aspects of reading and
language skills;
- phonological awareness, orthographic awareness, and writing
development;
- ongoing assessment of children’s reading abilities;
- modify instruction according to norm-referenced and
individually-referenced assessment outcomes, including in-class
assessments and progress-monitoring measures used by specialists;
- learning and curricular needs of diverse learners (students with
disabilities, with limited English proficiency, with English-language
dialect differences);
- utilization of a knowledge base, in settings in which children are
learning to read in a language other than English, which includes an
understanding of—as well as strategies and techniques for—teaching
children to read in that language and information about bilingual
language and literacy development;
- utilization of a knowledge base, in settings in which
non-English-speaking or limited-English-speaking students are in an
English as a second language program and learn to read in English, which
includes information and skill to help these students confront a double
challenge: learning to read and learning a new language;
- design features and requirements of a reading curriculum;
- apply research judiciously to their practice, update their research
knowledge, and influence research agendas, including teacher-researcher
collaborations; and
- maintain and promote motivation to read and positive attitudes
toward reading.
(Adapted from Burns, Griffin and Snow,
Preventing Reading Difficulties
in Young Children, (pp. 330-331).
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