Teaching children to effectively read, write, spell, listen and speak are considered the Briar Bracey principal responsibilities of educators. Primary School Teacher Without well-developed reading skills, children are unable to effectively participate within the classroom learning environment. Students with poor reading skills are at greater risk of school failure, low self-esteem and motivation to literacy, problems with employment and ultimately personal autonomy (Moats 2010). Therefore, early development of literacy skills is intrinsic to equip learners for the 21st century. Moats (2010) argues that the majority of reading problems can be significantly improved through appropriate instruction. For many decades it has been the focus of research findings and debate for what constitutes the correct instruction (Konza 2010). Coined the ‘Big Six’, education theorist Konza (2010) identifies oral language, phonemic awareness, phonics, fluency, vocabulary and comprehension as key components within the development of reading. These components are interconnected and the building blocks of a successful literacy program. Educators need to explicitly teach these components to maximise the opportunities for all students to become independent readers and ultimately successful learners. Traditional methods of reading instruction are being re-examined as a new body of knowledge emerges from science-based evidence rather than merely observation. As research developments further advance, educators need to make informed decisions and ‘cherry pick’ the most appropriate methods from the science behind teaching reading and writing to best suit their classroom context.
CULTIVATING LITERATE LEARNERS IN THE 21ST CENTURY
Oral language It is widely known that oral language can be considered the underlying layer for growth in literacy (Konza 2014). A strong correlation exists between oral language and overall reading achievement throughout both primary and secondary schooling (Fernald et al. 2006, cited in Konza 2014). Immersion in rich and complex conversations allows growth in vocabulary and comprehension. Young learners require strong vocabularies to comprehend the vast range of words in texts and ultimately build meaning when reading. Interestingly, Konza (2014) discusses how technology in recent decades has influenced the way people interact with one another, resulting in a reduction in vocabulary. With a society where technology is so prevalent, children exposed to an abundance of early rich oral language experiences are best equipped to become literate learners in the foundation years of schooling and beyond.
SUNATA 6
Thomson’s (2002) analogy of the ‘virtual schoolbag’ allows us to understand that all students come to school with a diverse set of experiences, knowledges and interests. Unfortunately, not everyone comes with adequate language skills from home in the first years of schooling. Instead, learners will possess varying language abilities dependant on their ethnic culture as well as socio-economic environment. Despite their differing language backgrounds, it is imperative that all
children are immersed in a ‘stimulating language environment at school’ (Konza 2010, p. 2). Educators are therefore tasked with the difficult job of incorporating high quality oral language experiences as well as ensuring personal language remains valued. If children do not have adequate oral language skills before the age of five, the risk for future reading problems grows, as they encounter difficulties with general language abilities including vocabulary knowledge and phonological awareness (Kaiser et al. 2010). Hart and Risley’s (1995, cited in Konza 2014) work illustrates the need for all students to interact with ‘better language users’ for vocabulary growth and language structure. Educators can also build on language experiences
