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Semester*: Summer
Date Due*: 21/12/2013
Unit Code*: EAL300 Unit Name*: Approaches to Literacy
Assignment Title*: Assignment 2
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Mead_Linnea_s237572_Assignment 2_Approaches to Literacy
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Assignment 1 EAL300
Approaches to
Literacy
A Report : 2A
by
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Task Checked
1 I !a)e om&leted t!e 'orm a-o)e*:
2 +" CDU email address is ati)ated*
3 I !a)e read and understood t!e im&ortant in'ormation on t!is 'orm*(
. I !a)e $e&t a o&" o' m" assignment*(
/ I !a)e a$no#ledged and re'erened t!e #or$ o' ot!ers*
0 I !a)e named m" 'ile orretl" using m" 'ull name1 student num-er and
assignment num-er(
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10 I !a)e reread and !e$ed all t!e assessment re7uirements(*
Assignment 1 EAL300
Linnea Mead
s237572
TABLE OF CONTENT:
Tit!e pa"e##################$$#$$ 2
Tab!e o% contents################$$$$ 3
&ntrod'ction to (y "ro'p############$$$$$$)
In 250 words or less introduce your group of students, actual or hypothetical.
Include a sentence or two about their diverse learning needs. Eplain what
levels or bands these students are wor!ing at. "#e specific$ refer to any
relevant %tate or &erritory curriculum framewor!s'.
A ba!anced approach to teachin" !iteracy#######5
(hat is the value of a balanced approach to teaching literacy as compared to
an emphasis )ust on phonics*
&(portance o% ora! !an"'a"e as a %o'ndation %or !iteracy$$7
+ow important is oral language as a foundation for literacy* Eplain.
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Assignment 1 EAL300
Enco'ra"in" chi!dren to read and *rite di"ita! te+ts##$$,
&o what etent should young children be encouraged to read and write
digital tets. Eplain.

-!annin" shared readin" to s'pport st'dents *ith
di.erse !earnin" needs##############/0
+ow you would support students with diverse learning needs when planning
a %hared ,eading activity* -ive at least two specific eamples to illustrate
how this might be done.
Conc!'sion###################$$$/2
Re%erences#################$$$$$$$$$$$/)
&NTRO12CT&ON TO M3 4RO2-:
My group consists of 25, Year 2 Junior Primary School students from a middle socio-
economic area, consisting of a higher numbers of boys than girls. One student is of
boriginal heritage and has a sound !no"ledge of reading, although struggles "ith "riting
and sentence structure. #hree students "ho struggle "ith learning in many sub$ect areas
resulting from sensory%auditory issues are assisted in the classroom "ith one on one support
from school support officers. &iteracy learning complies "ith re'uirements of the ustralian
(urriculum. )no"ledge, understanding and s!ills through listening, reading, *ie"ing,
spea!ing, "riting and creating oral, print, *isual and digital te+ts are included ,ustralian
(urriculum, 2-.-/.
#he 0nglish curriculum incorporates the strands language, literature and literacy, using a
*ariety of print and picture boo!s, music, 0nglish comprehension and learning acti*ities
using computers. &earning areas such as maths, history and science and also incorporated
into language, literature and literacy. (ommunication occurs "ith peers, other students,
community members, teachers and parents.
#hree main methods of reading are used in the classroom. 1ndependent reading, teacher to
"hole group2 and reading to a parent or support staff. Students participating in silent reading
often silently mouth the "ords they are reading, or follo" the "ords of the story "ith their
finger. Students are taught to sound out "ords and use *isual clues to determine "ords they
do not comprehend.
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Assignment 1 EAL300
Many students need assistance "ith spelling, comprehension, some "ord analysis and
sentence structure "ith their story "riting, ho"e*er are competent "ith indi*idual letter
recognition.

A BALANCE1 A--ROAC5 TO TEAC5&N4 L&TERAC3:
phonics approach to literacy in*ol*es decoding, pronunciation and relationships of "ords
through spelling, letters and sounds.
"hole language approach encourages formation of meaning through "ritten "ords, and
e+pression of understanding.
balanced approach to literacy consists of combining these t"o approaches focusing on the
reading, "riting, spea!ing and listening needs of children, "hile de*eloping opportunities for
indi*idual and reflecti*e critical thin!ing enabling them to become independent readers. #his
approach assists children "ith better opportunities and s!ills to function in their social
conte+ts and become successful learners across ustralian state and territory education
systems ,3inch, et al, 2-.-, p. .4/. (hildren "ho can build meaning and understanding of
reading and "riting de*elop a lin! bet"een the t"o processes ,)earns, 2-.-, p. 2-5/. 1t also
gi*es students the tools to 6interact "ith and create any print-based, spo!en, *isual or digital
te+ts7 ,8S3 9epartment of 0ducation and #raining &earning and 9e*elopment, 2--:/.
#he aim of a balanced approach to teaching literacy is to de*elop an interest in children for
reading te+t that supports and stimulates their learning needs, create meaning and interests.
8e"ell ,2-.2/ lists *arious "ays balanced literacy can be incorporated into learning. #hese
include reading aloud by the teacher2 shared reading2 guided reading2 independent reading
and "ord study. ;ead aloud by the teacher allo"s students to en$oy the story, ma!e
assumptions about the boo! before the teacher begins the story, and for students to share
ideas. Shared reading in*ol*es a teacher directed process "ith the "hole class reading
together out loud, "hile guided reading in*ol*es the teacher facilitating in small groups.
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Assignment 1 EAL300
1ndependent reading enables students to choose their o"n sub$ect boo!s, to read 'uietly by
themsel*es. 3ord study teaches children to ma!e a connection bet"een letters and the sounds
they ma!e.
,3inch et al. 2-.-, p. .</, *ie"s this balanced approach as allo"ing children to de*elop
essential features including=
.. Meaning at the core of all reading
2. 9e*eloped relationships bet"een reading and "riting
4. #he significance of the conte+t in reading is recognised
<. Semantic, grammatical, phonological-graphological and *isual%pictorial
!no"ledge is de*eloped and *ie"ed "ith e'ual importance
5. Paper based and digital te+t are *ie"ed as important "ith effecti*e strategies for
processing
>. ?iction and fact te+t types incorporated into teaching and learning
@. Opportunities for a balanced approach for shared, guided and independent reading
5. 1nstruction based on studentsA needs and abilities, decided upon through effecti*e
assessment
;egardless of the approach used in teaching and learning literacy ?o+ ,as cited in Joudry,
2--<, pp .-5-.-5/, states the importance of reading, repetition and interaction "ith children
is crucial to a child learning to read.
Balanced literacy programs encourage a learning en*ironment that is rich "ith literacy, and
encourages other programs such as maths, science and other sub$ects and interests that
children can de*elop and incorporate into their learning. #herefore, literacy is not $ust about
reading and "riting C 6it is foundational to anything about learning to read and "rite, and to
help children to listen, spea! and thin! about the language7 ,D(tele*ision, 2--5/.
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Assignment 1 EAL300
&M-ORTANCE OF ORAL LAN42A4E A A FO2N1AT&ON FOR L&TERAC3:
Oral language as a foundation to literacy, de*eloped through interaction and obser*ation, is
e+tremely significant in assisting children to de*elop language s!ills, sentence structure and
use, build !no"ledge, meaning and understanding, access and e*aluate information and to
communicate effecti*ely "ith others. #he ustralian (urriculum ,2-.-/ implies that
incorporating oral language into other learning areas such as maths, science, history and
general capabilities such as intercultural understanding, is *itally important for successful
learning. Oral language and learning must enable an anti-bias approach and de*elop cultural
a"areness.
)onEa ,as cited in 90(9/ states language s!ills incorporated into early childhood learning
can ha*e positi*e influences on reading and literacy de*elopment, and academic success.
#hose "ho miss out on opportunities to de*elop oral language s!ills often result in 6poorer
outcomes in school achie*ement7, "ith negati*e effects on personal, social and economic
areas associated "ith education, employment and health.
Oral language consists of four components including=
.. Phonology ,the sounds of language-"hat "e hear "hen someone spea!s/
2. Morphology ,the meaning of "ords/
4. Synta+-, sentence structure/
<. Pragmatics ,rules of language use/
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Assignment 1 EAL300
1n the classroom setting, most learning depends on oral language. #he earlier children interact
through one-to-one or group communication that incorporates 'uality oral language, and
building *ocabulary !no"ledge, the better their chances for success in their education and
place in society. #herefore children, "ho are recepti*e and ha*e e+posure to oral language,
"ith opportunities to share *erbal responses de*elop better listening s!ills, "ord recognition,
a"areness of separate sounds, reading comprehension in either formal or informal
en*ironments ,3inch et al. 2-.-, p. >>@/.
;esearch sho"s that for students to achie*e in literacy, they re'uire a strong oral language
foundation "hich must be de*eloped before a child can comprehend print material ,Fill G
Jagger, 2--4/.
Parents and educators can assist children to de*elopment oral language through oral
storytelling offering "ord repetition, and recognition of language structures enabling children
to learn language, to use it to meet basic needs, to 'uestion and obtain information, and assist
them in the tas! to read and "rite ,3inch et al. 2-.-, p. 2@4/.
(hildrenAs oral language de*elopment is benefited by effecti*e instruction and obser*ation
that includes learning en*ironments "hich are ideal language centred settings, and are lin!ed
"ith other sub$ects such as maths, science, incorporating other methods of oral language such
as "ith the use of shared reading and "riting, de*eloping *ocabulary, listening and
con*ersation s!ills, art, music and story "riting ,1deal curriculum, 2--:/.
Pedagogy needs to ensure e*ery opportunity is gi*en to incorporate oral language
de*elopment into childrenAs li*es through both the teacher and students building personal
relationships "ith others, incorporating one on one teaching and learning opportunities,
encouraging "ays for students to de*elop s!ills in spea!ing, thin!ing, listening and learning
that enables critical thin!ing and reflection, pro*ide opportunities for children to ma!e their
o"n meanings and connections to e*eryday learning and pro*ide opportunities and support
for 6students as they de*elop the language and learning strategies necessary to articulate and
e+tend their interactions "ith the "orld7 ,Fill G Jagger, 2--4/.
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Assignment 1 EAL300
ENCO2RA4&N4 C5&L1REN TO REA1 AN1 6R&TE 1&4&TAL TE7T:
#he ustralian (urriculum ,2-.-/ describes digital te+ts as 6audio, *isual or multimodal
te+ts produced through digital or electronic technology "hich may be interacti*e and include
animations and%or hyperlin!s. 0+amples of digital te+ts include 9H9s, (9-;OMs, "ebsites,
and e-literature.
9igital literacy re'uires children to de*elop functional s!ills to operate and communicate
"ith technology and media and learn terminology of digital literacy such as 6icon7, 6menu7
and 6spacebar7. Fo"e*er, this technology is not necessarily a ne" concept for children, as
they are raised from birth li*ing and interacting in a digital "orld.
9igital te+t engages children in a fun, learning en*ironment and is a useful alternati*e for
students "ho struggle "ith learning difficulties. (hildren of ethnic and 1ndigenous
bac!grounds also find better connections to digital reading and "riting by being independent
in their learning and interactions "ith digital te+t.
#here are many ad*antages for encouraging children to read digital te+ts. 9igital te+t is
fle+ible allo"ing children to control ho" te+t loo!s by altering font siEe and styles "ithout
affecting the material content and assists learners in a faster en*ironment. #he reader is able
to use s!ills to manipulate or reformat te+t so it is easier to read, and through the use of
hyperlin!s, ma!es digital te+t interacti*e, pro*iding opportunities for learning by scaffolding.
d*antages also e+ist for "riters. ccording to Ireenstone ,n.d./, digital te+t using
computer technology for "riting, allo"s children to produce better 'uality "riting using
s!ills in critical thin!ing, brainstorming, and mind mapping.
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Assignment 1 EAL300
;apid ad*ancements in technology and literacy re'uire children to constantly !eep up to date
"ith soft"are, and "eb tools. (urriculum and pedagogy needs to incorporate ne" digital
literacy s!ills, !no"ledge, understanding and practices to prepare students. #herefore a lac!
of opportunity to learn and use these technologies, and de*elop necessary s!ills may result in
children being e+cluded from the benefits that come from digital literacy particularly "ith
their increased use in social, cultural and economic en*ironments. Students "ho are not
digitally literate or ha*e lo" le*els of digital literacy may lac! confidence, !no"ledge and
opportunities to de*elop understanding.
nother ad*antage in fa*our of digital print is that it is changeable, re'uires ne" "ays of
na*igating and constructing meaning. ;eaders can search terms to find ans"ers, gi*ing
students more control of their learning ,3inch et al. 2-.-, p. <2/. Paper based print is static,
and re'uires the reader to do the "or! for e+ample loo!ing up an inde+.
Students also learn ho" to construct meanings from digital te+ts by applying their gro"ing
understandings of print and other meaning such as sound and image ,3inch et al.2-.-, p.
2-:/.
More opportunities for learning are a*ailable in the digital "orld. (hildren often ha*e a
limited access to boo!s or periodicals, ho"e*er the range of digital literate mediums are more
a*ailable such as the 3orld 3ide 3eb, interacti*e story (9s, "hich can be used alongside
print materials to allo" comparisons bet"een similarities or differences ,3inch et al. p. .25/
report conducted in the Dnited )ingdom, sho"ed that children of all ages "ere more li!ely
to access digital rather than print-based te+ts ,3alsh, 2--:/. Hisual, graphics and sound
effects also assists children to ma!e predictions and de*elop an understanding and meaning
in comprehension and *ocabulary !no"ledge.
#he ustralian (urriculum ,2-.-/, states that students become literate through !no"ledge
and s!ills in*ol*ing many elements that include *isual and digital te+ts. #eaching needs to
pro*ide opportunities to comply "ith the (urriculum that allo"s children to 6comprehend
and compose *isual and multimodal te+ts in print and digital en*ironments to e+press ideas
and e+tend "ritten information as part of problem sol*ing and presentations7.
Being literate re'uires traditional methods of spea!ing, listening, reading and "riting
ho"e*er progress in society has created ne" literacy needs as a result of technology ,90(9,
2--:/
#eaching and pro*iding s!ills in reading and "riting digital te+ts, also re'uires teachers to
incorporate traditional literacy and language learning, "hile embracing pedagogy and
technological change. #eachers need to be effecti*e in the use of digital technologies and
pro*ide s!ills that allo" children to de*elop their s!ills to a high standard 6"ithout reducing
the importance of the rich, imaginati*e and cultural !no"ledge that is deri*ed from boo!s.
Students "ho do not de*elop digitally literacy, or "ho ha*e lo" le*els of digital literacy, "ill
be less li!ely to ha*e the confidence, !no"ledge and understanding needed to participate in a
safe, secure and informed manner in the digital media and communications en*ironments
they enter ,ustralian Io*ernment/.
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Assignment 1 EAL300
-LANN&N4 5ARE1 REA1&N4 TO 2--ORT T21ENT 6&T5 1&8ERE
LEARN&N4 NEE1:
Shared or modelled reading in*ol*es the teacher at the front of the class, reading stories to the
"hole class "ho are often seated, surrounding the teacher. Stories are generally big boo!s,
and can include rhyming or humorous stories2 stories that follo" patterns "here children can
fill in the "ords2 and illustrations.
#he teacher "ill often point to each "ord read, "hile engaging children to participate in the
reading process. Shared reading in*ol*es the teacher reading, and rereading te+t to support
fluent reading. &essons can be e+tended o*er se*eral days. Students learn to de*elop
!no"ledge of letters, "ords, phrases, rhyming, and the process of reading from left to right and
in*ol*es students disco*ering meanings of the te+t ,3inch et al. 2-.-, p. .2./. cti*ely
in*ol*ing children in discussions about the pictures, te+t, and predictions, is an important "ay
to de*elop their reading and literacy abilities.
Shared reading acti*ities de*elop phonological%phonemic a"areness, introducing ne" letter-
sounds2 re*ising "ords that are highly used and introducing ne" "ords from the te+t.
Students "ith di*erse learning needs, also benefit from this type of approach, although
moderated learning may be re'uired. ;eading needs to incorporate opportunities for emergent
learning, and consider social and cultural bac!grounds of students using a balanced approach to
literacy.
9i*erse learners can be supported in a number of "ays. One method may include reading in
small groups allo"ing the teacher to focus on specific literacy s!ills that directly benefit those
di*erse learners. Peer interaction that supports these di*erse learners is also essential. 9i*erse
learners and students "ith learning disabilities can be seated near the teacher at the front of the
class to enable a clear *isual *ie" of the boo!, and to hear "hat the teacher is saying%as!ing.
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Assignment 1 EAL300
nother method to support di*erse learners is to use online resources enabling interacti*e
"hiteboards for shared reading. useful online resource is 6;oy= #ale of a singing Eebra7
"hich incorporates many areas of literacy including phonemes, "ords that rhyme, and
punctuation ,Bo"erban!, 2---/. 9i*erse learners can also benefit from stories accessible on
tape, (9 or 9H9, "here their learning can be continued or re*ised at home.
#he main purpose of shared reading is to pro*ide children "ith an en$oyable e+perience,
introduce them to a *ariety of authors, illustrators and types of te+ts and secondly and e'ually
as important, to teach them ho" to be attracted to become independent readers and "riters.
#here are many benefits of shared reading including being able to use stories that are
interesting, fun and authentic2 pro*ide the teacher an opportunity to model reading and use of
e+pression in reading2 childrenAs "ord recognition to de*elop through repetition and
interaction2 e+pansion of ac'uired language2 an a"areness of patterns used in language2 and
allo"s for the indi*idual needs of students to be met. ;eaders "ho ha*e de*eloped enhanced
reading abilities are tested by the interesting, natural language of selections. Students "ho ha*e
di*erse learning needs achie*e success due to the support offered by the teacher.
CONCL2&ON:
6;eading is such a critical s!ill and "ithout a strong foundation, children simply canAt
flourish in school7 ,Marshall, 2-.2/.
6#he lin!s bet"een literacy, the ability to read and "rite the printed "ord, school
performance, self-esteem and adult life chances ha*e been "idely documented7 ,BS 2-.2/.
;egardless of the style used to learn and teach literacy-"hether a "hole approach, phonics
based or a balanced approach, research indicates that children "ho are read at least one boo!
each night from birth to !indergarten, progress in all areas of literacy.
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Assignment 1 EAL300
REFERENCE:
BS see ustralian Bureau of Statistics
(; see ustralian (urriculum ssessment and ;eporting uthority
(;. ,2-.-/. #he ustralian (urriculum. ustralian (urriculum ssessment and
;eporting uthority. 8S3. ;etrie*ed 9ecember .:, 2-.2, from
http:99***$a'stra!ianc'rric'!'($ed'$a'9En"!ish9C'rric'!'(9F:/0;!e.e!<2
ustralian Bureau of Statistics. ,2-.2/. #he 8ational Year of ;eading= &ibraries helping to
ma!e ustralia a nation of readers. ;etrie*ed 9ecember 22, 2-.2, from
http:99***$abs$"o.$a'9a'sstats9abs=$ns%9Loo>'p9by
?20'b@ect9/30/$0A20/2AMain?20Feat'resAThe?20Nationa!?203ear?20o%
?20Readin":?20!ibraries?20he!pin"?20to?20(a>e?20A'stra!ia?20a
?20nation?20o%?20readersA20B
ustralian Io*ernment. ,2-.2/. 3hat is digital literacy and "hy it is importantJ ;etrie*ed
9ecember >, 2-.2, from
http:99***$ac(a$"o.$a'96EB9TAN1AR19pc<pcC3//)70
Bo"erban!, #. ,2---/. ;oy= #ale of a singing Eebra. ;etrie*ed 9ecember 5, 2-.2, from
http:99roytheDebra$co(9
CohenE 8$ L$E F CohenE G$ E$ H200I). Literacy for Children in an Information Age: Teaching
Reading, Writing and thinking. Be!(ont: Tho(son 5i"her Ed'cation$
Mead_Linnea_s237572_Assignment 2_Approaches to Literacy
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Assignment 1 EAL300
Ireenstone, B. Kn.d.L. #eaching and &earning "ith 9igital #e+t. ;etrie*ed 9ecember 5, 2-.2,
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maine.go*-dE.<.5554:5@@.-<.5554:5@:.<.5554::5<%enclosure..
Fill, P. 3., Jagger, . M. ,2--4/. n Obser*ation Sur*ey of 0arly &iteracy chie*ement and
#he ;ecord of Oral &anguage= Bi!s and Iutches. ;etrie*ed 9ecember 22, 2-.2, from
http:99***$(ondop'b$co(9-a"es9artic!es95i!!$Ga""ar$'po.itD$pd%
Joudry, ;. ,2--</. Why arent I learning: listening is the key to overcoming learning
difficulties. 8S3= Sound #herapy 1nternational.
)earns, ). ,2-.-/. Frameworks for learning and development. 8S3= Pearson ustralia.
)onEa, 9. ,2-../. ;esearch into practice= Oral language. ;etrie*ed 9ecember 2., 2-.2 from
http:99***$decd$sa$"o.$a'9!iteracy9%i!es9!in>s92tR-C/C/C.2$pd%
Marshall, P. ,2-.2/. Balanced &iteracy 1nstruction= #ruce ?or #he ;eading 3arJ ;etrie*ed
9ecember .5, 2-.2, from http:99***$>/2reader$co(9ba!anced:!iteracy:
instr'ction9
Mondo Publishing. Kn.d.L. Oral &anguage= the critical lin! to reading comprehension.
;etrie*ed 9ecember .5, 2-.2, from
***$(ondop'b$co(9c9=!y5d'cIi)hIto9-a"es9 ora! !an"de.$ht( !
8e"ell, ). ,2-.2/. Balanced &iteracy= balanced criti'ue. ;etrie*ed 9ecember .5, 2-.2,
from ***$>id:%riend!y:ho(eschoo!:c'rric'!'($co(9 ba!anced : !iteracy $ht(!
8S3 9epartment of 0ducation and #raining &earning and 9e*elopment. ,2--:/. n
introduction to 'uality literacy teaching. ;etrie*ed 9ecember 4, 2-.2, from
http:99***$decd$sa$"o.$a'9northernade!aide9%i!es9!in>s9AnC&ntrod'ctionCtoCO'a
!ity$pd%
N6 State of 8e" South 3ales through the 8S3 9epartment of 0ducation and #raining,
,2-.-/. Literacy !earnin" and techno!o"y: C'rric'!'( J:/2. Retrieved Decemer
!, "#$", from
http:99***$c'rric'!'(s'pport$ed'cation$ns*$"o.$a'9!iteracy9assets9pd%9pac>a"e
s9techC!itC!earn$pd%
1deal (urriculum. ,2--:/. Oral &anguage 9e*elopment, the ?oundation of &iteracy.
;etrie*ed 9ecember 4, 2-.2, from ***$idea!c'rric'!'($co(9 ora! : !an"'a"e :
de.e!op(ent$ht(!
D(tele*ision. ,200I$ G'!y /0K Science and Math 1ntegrating &iteracy in 0arly (hildhood. L8ideo
Fi!eM$ Retrie.ed 1ece(ber /)E 20/2E %ro( http:99***$yo't'be$co(9*atchN
.<!N4BdT6,770
6a!shE M$ H200,K$ -eda"o"ic potentia!s o% ('!ti(oda! !iteracy$ A'stra!ia: AC2
Nationa!E Chapter &&&$ Retrie.ed Decemer $%, "#$", from
http:99***$ac'$ed'$a'9CCdata9assets9pd%C%i!e900079/,5B7B9ChapterC3CM'!ti(od
a!CLiteracyCMC6a!sh$pd%
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Assignment 1 EAL300
6inch, &., 'ohnson, R. R., (arch, )., L*+ngdahl, L., , -olliday, (. ."#$#). Literacy:
reading, /riting and children0s literat+re$ )
th
ed. 1ydney: 23ford 4niversity )ress.
3ren, S. ,2--4/. 9e*eloping research-based resources for the Balanced ;eading #eacher.
;etrie*ed 9ecember ., 2-.2, from
http:99***$ba!ancedreadin"$co(9ba!anced$ht(!
Mead_Linnea_s237572_Assignment 2_Approaches to Literacy
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