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Instructional Strategies for Literacy Development in Kids

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Instructional Strategies for Literacy Development in Kids
Literacy essay
Grand Canyon University
ECH 225

Literacy development in kids entails the nursery school level of literacy growth; emerging literacy, evolving reading, developing writing, early appraisal, figurative tools just to mention. Literacy development in young kids comprises Curriculum Goals, Curriculum Materials, Instructional Strategies and Encouraging Home-School Relations (Barbara & Hindman, 2010). This paper majorly focuses on instructional strategies on literacy development in kids.
Instructional Strategies for Literacy development in kids
Instructional strategies are a significant proportion of early child hood education since it works as guidance to teachers during their work. Some of the strategies include Interactive Book Reading, Age appropriate- problem solving and the 3N Strategy.
Evaluation of each Instructional Strategy
Interactive Book Reading entails use of specific measures that ease an instructional chat with a kid whilst reading. It occurs at a minimum once in a day with kids either wholly or in groups besides large or little group reading (Barone, 2010). The strategy is advantageous since it gives kids chance to engage in open discussion with a teacher. This helps the kid develop confidence and social skills no matter whether the kid is disabled or not. There are three strategies employed in Interactive Book Reading and include 3S, WH and Expanded Book Reading.
3S entails See, Show, Say deals with varying stages of feedback expected from a child throughout every Interactive Book Reading period. A teacher expects a child to observe something for instance a picture on his or her own, and then ask the kid to illustrate something about the picture and later say something about the object or picture (Barbara &Hindman, 2010). Through this, the teacher expects several feedbacks from the kid thus promoting attending manners while also improving the kid’s personal abilities.
WH Questions entail Who, What, When, Where, Why and


References: Barbara, A. Hindman, H. (2010). Understanding the Home Language and Literacy Environments of Head Start Families: Testing the Family Literacy Survey and Interpreting Its Findings. NHSA Dialog, Vol. 13 Issue 2, p71-91. Barone, M, Marla, H. Shelley, H. (2005). Teaching early literacy: development, assessment, and instruction Barone, M. (2010). Children 's Literature in the Classroom: Engaging Lifelong Readers. New Journal of Speech-Language Pathology, Vol Kleeck, A. Schuele, CM (2010). Historical Perspectives on Literacy in Early Childhood. American Journal of Speech-Language Pathology, Vol Lea, M. Lesley, M. (2005).Teaching literacy in kindergarten: Tools for teaching literacy. New York: Guilford Press. Michal, S. Geva, E. Melech-Feder, L. (2010). Emergent literacy in children of immigrants coming from a primarily oral literacy culture
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