Effective literacy is a complex task that requires preparation. Different theories and practices are used to prepare for effective literacy development. Reader response theory, new criticism theory, and critical literary theory are some of the theories used in the preparation. The major approaches to foundational teaching include basal/anthology, literature-based, individualized reading and writing workshops, and integrated teaching approaches. Other significant approaches to effective teaching include basing the context on using good texts and effectively using reading and other instructional activities. Thus, in discussing effective literacy, it is imperative to look into the theories and approaches that lay the foundation for evidence for reading and writing strategies. Equally importantly, it is necessary to explore the responsiveness of learning in cultures and how literacy instruction needs to be passed over.
Literacy Theories and Their Application:
Reader Response Theory: This theory emphasizes the reader’s role in shaping the meaning of the text. It entails adding the reader’s meaning during the interaction with the text. This theory’s literacy curriculum encourages students to engage with the texts, fostering discussions and personal responses to the texts (Risko & Reid, 2019). Teachers develop activities that enable students to reflect on their experiences and perspectives and then connect these to the text.
New Criticism Theory: The New Criticism Theory sizes up a close textual analysis; it dedicates itself to intrinsic reading and the quality of the text in giving what might be brought to the text by the reader. This theory is used in the school curriculum to engender learning of the hermeneutics of text, primarily in literary application (Gunderson et al., 2019). It should set the students in a theorized state, allowing them to analyze sensitive literature such as symbolism, imagery, and diction. Teachers can also guide students on how such elements contribute to the meaning and theme and the ability to read, misunderstand, or misuse language.
Critical Literary Theory: Critical literary theory focuses on the social, political, and cultural context that binds literature. It focuses more on the elements of power and ideologies within texts. This theory’s application in the literacy curriculum allows students to critically question the text (Gunderson et al., 2019). With this, the text could look at issues such as race, gender, class, and power. Teachers will structure guided discussions to motivate learners to examine their ways of life, attitudes, and values as reflected and conveyed by literature.
Instructional Approaches:
Basal/Anthology Approach: A basal/anthology perspective is focused on textbooks and anthologies as a basis for literacy activity. Although these resources do not require the teacher’s interpretation, they are organized around a predetermined decision, potentially limiting the options for student response and thought (Jennings, 2019). Teachers will often present the Basal texts along with the existing supplement materials associated with them, which are student-centred and require interactive reader interpretation and analysis. Teachers also include reader responses as part of the reading process.
Literature-Based Approach: This approach emphasizes authentic literature that portrays a set of texts and genre types. These, quite harmoniously, link with the reader’s response and critical literary theories in that they encompass full engagement with the text and allow one to put on several perspectives (Jennings, 2019). The types of texts and materials used in class must reflect diverse voices and experiences, preparing the students for the multicultural nature of society.
Individualized Reading and Writing Workshops: Individualized reading and writing workshops offer differentiated instruction based on student interests, abilities, and learning needs. We can organize seminars incorporating new criticism theory components through close analysis of texts or literary interpretation. This will allow teachers to provide feedback and help develop their analysis and writing skills.
Integrated Instructional Methods: The integrated instructional methods of literacy include the connection of literacy by learners to content areas such as science, social studies, or mathematics. The integrated methods make literacy real to learners as they can apply the literacy skills in real-life settings (Jennings, 2019). Teachers use literature that supports topics in the content area and critical literary theory to get deep into the issues involved in the subject matter.
Evidence-Based Reading Strategies:
Reciprocal Teaching: The systematic structure of reciprocal teaching involves four basic strategies: prediction, clarifying, questioning, and summarization. The method suggests a reader response theory since it facilitates reading the text, consists of the student reading it, and allows one’s consciousness to interact with the composition (Risko & Reid, 2019). The methods psych students take turns playing the part of a teacher to guide discussions and aid others through the text.
Close Reading: Close reading allows one to read a text several times, each seeking to reveal different layers of meaning. The textual analysis and interpretation complement the new critical theory (Risko & Reid, 2019). Teachers can help with the process by taking the students through successive readings where they are called upon to look at details and patterns within a text.
Culturally Responsive Learning:
Culturally responsive learning is consistent with understanding and valuing the diversity of students’ cultural backgrounds and experiences. The teachers further support the conditions of a learning environment defined as being culturally responsive through the infusion of diversified literature and perspectives in the curriculum, a classroom that embraces diversity, and opportunities for the students to churn out their own cultural stories and perspectives (Hilaski, 2020). Finally, embracing cultural diversity through action can solidify the establishment of an inclusive and interactive learning environment that fosters student literacy development.
Evidence-Based Writing Strategies:
Writing Across the Curriculum (WAC): Writing Across the Curriculum (WAC) emphasizes that students should write across the curricula, improving their writing ability as they learn essential subject content. This approach aligns with critical literary theory, focusing on critical thinking, aside from expression, within and without the disciplines (Yu & Liu, 2021). Teachers may embrace writing tasks to facilitate interpreting and analyzing texts from various standpoints.
Process Writing: Process writing refers to focusing on the processes that are involved in the development of a piece of writing, and it calls for the underlying prewriting, drafting, revision, editing, and publishing (Yu & Liu, 2021). The focus of this strategy comes in light of the new criticism theory, which focuses on the iterative nature of writing and its aspects of revision and refinement. Teachers are better placed to provide scaffolding or support at every step; thus, students will also salvage their writing after considering the teacher’s or peer’s reply.
In conclusion, effective literacy instruction requires a deep understanding of literary theories, instructional approaches, and evidence-based strategies. Teachers can achieve a balanced literacy program that captures active participation through the curriculum’s infusion of critical literary theories in new areas: reader response and new criticism. Educators across the content areas collaborate to support students’ literacy development by infusing numerous evidence-based strategies.
References
Gunderson, L., D’Silva, R. A., & Odo, D. M. (2019). ESL (ELL) literacy instruction: A guidebook to theory and practice. Routledge.
Hilaski, D. (2020). Addressing the mismatch through culturally responsive literacy instruction. Journal of Early Childhood Literacy, 20(2), 356–384.
Jennings, J. L. (2019). The Integration of Literacy and Science: An Ethnographic Case Study set in an Appalachian Elementary School.
Risko, V. J., & Reid, L. (2019). What matters for literacy teacher preparation? The Reading Teacher, 72(4), 423-429.
Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, 100525.
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