Question 2.

3 c)
Development is the outcome of learning and teaching. Without it,
for instance the development of literacy and thinking teaching is
considered unsuccessful. Discuss that there are other indicators
and fostering factors. Highlight the importance of home culture in
your discussion.

Other indicators and fostering factors:

1. Reading development and instruction
- oral language development: teaching that emphasize
oral language is essential especially for primary
grades
(according to OSullivan and Goosney 2007)
- teaching for fluency --- refers to the speed and
automaticity with which students can decode words
- teaching for understanding
- teaching for motivation
2. Standards of competency and assessment to monitor
progress
- Educators should be able to determine how well the
individual child is doing in relation to expected
competencies when they are clearly established,
communicated widely, aligned with curriculum and
assessment, and supported by standards.
- Formative and summative assessments should be
coordinated to create meaningful indicators for improving
student development.
- Ongoing formative assessment practices, including
frequent and regular teacher observation, classroom
discussion, and reading with students to monitor students
progress (Black and William 1998).
3. Resources to ensure effective delivery
- Resources for reading include appropriate materials (e.g.,
books, curriculum resources, assessment tools) , teacherlibrarians, and Internet access -- Equity of access to the

Internet can provide literacy opportunities for children

around the world
4. Continuing teacher education
- Professional development facilitates transference and
implementation of research- and evidence-based practices
into teachers educational practices in the classroom
----- importance of home culture:
- Educational leaders must promote early literacy
practices in the home and make connections with
families even before the child begins formal
education.
- Educational leaders also must ensure that successful
literacy interventions are implemented into the
school curriculum.
- Depending on the social and demographical data of
the individual district, educational leaders and
teachers will have to decide which interventions will
promote the most student success and achievement
in their district and commit to implementation.
- Providing teacher training and support is a critical
factor for literacy intervention implementation to be
a success.
- Creating nurturing relationships between the school
and home are also fundamental in increasing
parental involvement and support to increase student
achievement gains.
- Educational leaders, teachers, and parents must all
work together for the most optimal learning
experiences for the student.
- Early literacy acquisition plays an important role and
has lasting long-term effects of the academic
development of a child.
- Receiving early literacy developmental activities in
the home, prior to kindergarten, provides a child with
the proper preparation for learning in the formal
educational environment.
- If early literacy activities are not part of a childs
home experiences, they will not be fully ready to

begin school and will immediately fall behind their

peers who experienced early literacy in the home.
- For educators and educational leaders, this creates
circumstances that warrant much needed attention in
the field of education and educational reform
concerning the best interest of each child in the
educational setting.
-

Educators at every level must be prepared to

integrate developmentally appropriate literacy
interventions to help struggling students achieve
grade level knowledge and content.