Learning and Teaching

Reading in the Early Years

EDF2020 - English and Literacy One:

Assignment One

Name:
Madeleine Carroll

Student Number:
305 995 47

Academic Staff:
Sue Wilson

Word Count:
2122 words
Title Page
Table of Contents

Title Page 1

Table of Contents 2

List of Figures 3

Introduction 4

Part A: Learning and Teaching in The Early Years 4

Children Learning to Read 4

Knowledge and Skills Required to be Effective Readers 5

Strategies Required to be Effective Teachers of Reading 7

Part B: The Early Years Classroom 10

Physical Environment 10

Resources 12

Teaching Approaches 13

Sample Tasks 14

Conclusion 15

References 16

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List of Figures

Figure 1 5

Figure 2 6

Figure 3 8

Figure 4 10

Figure 5 14

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Introduction

This essay identifies how children effectively learn and how teachers effectively teach

reading in the early years in a twenty-first century classroom. The emphasise is on the

knowledge and skills of promising readers, the strategies of successful teachers and the

characteristics of a fruitful early years reading classroom. This process is pivotal in

teachers responsibility of shaping a student’s ability to understand the world in which we

live.

Part A: Learning and Teaching in The Early Years

Children Learning to Read

The world is bursting with meaningful multiliteracies. Children try to tackle them in their

early years. Immersing children in these rich language experiences, propel them to learn

to read.

Vygotsky’s social constructivism theory (as cited in McInerney, 2014) proposes learning is

constructed collaboratively. Intentional interaction is initiated at infancy when children start

pointing, imitating and pretending (Vygotsky as cited in McInerney, 2014). Although, their

use of objects they have to portray ones they don’t is perceived as play, it actually

symbolic of how they will use letters of the alphabet to represent words of meaning

(Vygotsky as cited in McInerney, 2014). Adults acknowledging this process provide

children with feedback and opportunities for extension (Cranbourne as cited in Seely Flint

et al., 2020). Protolanguage is the evolution of these gestures that eventually extends to

talking (Painter as cited in Seely Flint et al., 2020).

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Halliday (as cited in Seely Flint et al., 2020) advocated that the foundation for learning to

read continues to be constructed by learning to talk. Moore & Hammond (as cited in Seely

Flint et al., 2020) research supports such revealing children with well developed oral

language face fewer obstacles learning to read. Painter’s study (as cited in Seely Flint et

al., 2020) suggests this is because of the Matthew Effect; the more children talk, the more

their vocabulary blossoms. Their vocabulary is a resource for building threshold skills and

knowledge.

Knowledge and Skills Required to be Effective Readers

Effective readers possess a repertoire of resources to proficiently interact with text.

Individually these knowledge and skills are central to reading but together they make

meaning of what is being read. Some of these skills include the cuing system skills in

figure 1.

Figure 1

Cuing system skills.

Graphophonics Semantics Syntax Cuing System

Skills

Note. Adapted From: Seely Flint, A., Kitson, L., Lowe, K., Shaw, K., Humphrey, S., Vicars, M., & Rogers, J. (2020).
Literacy in Australia: Pedagogies for Engagement (3rd ed., pp. 1-492). Milton: John Wiley and Sons Australia Ltd.

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Graphophonics is the skill that bridges the gap between talking and reading by recognising

the relationship between graphemes and phonemes (Emmit, Hornsby & Wilson, 2013).

The purpose is to break the code of written text (Luke and Freeboy as cited in Seely Flint

et al., 2020). figure 2 illustrates this relationship is easier to establish for children who have

developed phonemic awareness and can differentiate between different sounds (Emmit,

Hornsby & Wilson, 2013). This is supported by Gough and Tunmer’s (as cited in Seely

Flint et al., 2020) skill based model that suggests literacy is learnt in a series of steps that

escalate from simple to complex.

Figure 2

Graphaphonics is the relationship between graphemes and phonemes.

Graphemes Phonemes Graphophonics

Note. Adapted From: Seely Flint, A., Kitson, L., Lowe, K., Shaw, K., Humphrey, S., Vicars, M., & Rogers, J. (2020).
Literacy in Australia: Pedagogies for Engagement (3rd ed., pp. 1-492). Milton: John Wiley and Sons Australia Ltd.

Semantics is the knowledge a reader brings to the text that helps them make meaning of

what is being read (Emmit, Hornsby & Wilson, 2013). Moll, Amanti, Neff, & Gonzalez (as

cited in Seely Flint et al., 2020) recognise that different students have different funds of

knowledge. Therefore a student’s ability to participate and critically analyse texts will vary

(Luke and Freeboy as cited in Seely Flint et al., 2020). Learning how to read is a cyclical

process and therefore the a students knowledge and skills is impacted by a teachers

strategies.

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Strategies Required to be Effective Teachers of Reading

The endeavour to be an effective teacher of reading is everlasting. When planning literacy

programs, countless complex decisions are deliberated. Teachers should have a toolbox of

teaching strategies suitable for every student.

Teachers need to understand reading is not a unitary object and therefore because

learning to read is not the same for everyone, every teaching strategy is not effective for

every reader. Howard Gardner’s theory of multiple intelligence (1993) illustrated in figure 3

identifies that an individuals intelligence is comprised of eight modalities and therefore

challenges the typically definition of intelligence. This means a multi dimensional process

like reading should be taught in a multitude of manners. This is an effecting teaching

strategy because it encourages personalisation and pluralisation (Gardner, 1993).

Personalisation is when teachers teach to students need because each student has a

unique configuration of intelligences (Gardner, 1993). Whereas pluralisation is when

teachers teach in a variety of ways because it instil information into student’s memories

(Gardner, 1993).

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Figure 3

Multiple intelligences

L OGI CAL / VERBAL /

NATRUAL I STI C
M ATHEM ATCI AL L I NGUI STI C

an ability for an ability for

an ability for numbers,
understanding and language, arts,
reasoning and problem
relating to plants and reading, writing and
solving
animals listening

an ability for
an ability for songs,
understanding and Theor y of M ultple rhythm , instruments and
responding to the
emotional state of I ntellegences musical expression
others

M USI CAL /
I NTRAPERSONAL
RYTHM I C

an ability for an ability for learning

understanding and an ability for physical visually and
monitoring ones own activity organising things
emotional state specially

BODI LY/
I NTERPERSONAL VI SUAL / SPACI AL
K I NASTHETI C

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. (1st ed., pp. 1-529). New York, NY: BasicBooks.

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Extending the examination of the theory of multiple intelligence, some students are

intrapersonal and others are interpersonal (Gardner, 1993). Teachers can provide polarity

in their teaching strategies is by offering a balanced approach between individual learning

and social learning. The sequence of these teaching strategies alternate to support

students in different ways. Teachers who start with individual learning and finish with social

learning can identify what students know and what students don’t know and subsequently

scaffold them from their zone of actual development and to their zone of proximal

development (Vygotsky as cited in McInerney, 2014). Whereas teachers who start with

social learning and finish with individual learning act in accordance to Pearson &

Gallagher’s gradual release of responsibility model (as cited in Seely Flint et al., 2020)

which recommends the responsibility of performing a task transitions from teachers

assuming all the responsibility to students assuming all the responsibility.

Teachers can continue to demonstrate duality in their teaching strategies is by delivering a

balanced approach between traditional literacies and new literacies. There is a time and

place for both as they offer alternative advantages. Traditional literacies provide a concrete

experience for children to relate to when reading and is therefore important when learning

to read (Turbill, Barton & Brock, 2015). Whereas new literacies are more authentic to

millennials because it is more entertaining in the present and more relevant to the

workplace in the future and is therefore important when reading to learn (Turbill, Barton &

Brock, 2015). Making a multiliteracy classroom, means students can find a form of literacy

that meets their needs (Gardner, 1993).

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Part B: The Early Years Classroom

Physical Environment

The classroom is an essential element in learning and teaching reading in the early years.

The crucial components of a classroom illustrated in figure 4 are the physical environment,

resources, teaching approaches and sample tasks. These ingredients intertwine to create

a literacy rich environment.

Figure 4

The ideal early years classroom

Physical
Environment

The Ideal
Sample Tasks
Early Years Resources
Reading
Classroom

Teaching
Approaches

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The physical environment is arguably the fundamental feature of an early years classroom

because it is where the other features occur. The physical environment must maximise the

engagement and opportunities available to all students.

An impressive early years classroom that bridges the gap between home and school

(Seely Flint et al., 2020). Something as simple as displaying photos or items from home

around the classroom achieves this ambition. Students are more likely to feel a sense of

belonging and pride and less likely to feel anxious and are therefore more motivated to

learn (Seely Flint et al., 2020). Teachers also attain the advantage, obtaining an insight

into the student and therefore they can implement a reading curriculum that meets each

students individual needs.

Creating a collaborative learning classroom can perform a parallel purpose. This acts in

accordance with Vygotsky’s (as cited in McInerney, 2014) previously mentioned belief that

knowledge is constructed collaboratively. Teachers should try table groups. The table

groups should be scattered around the classroom in a shape where there is both space for

the class to gather as a community in the middle and the opportunity for students to work

independently (Seely Flint et al., 2020). Collaborative learning is crucial because it

encourages communication, leadership and an opportunity to learn from one another

(Seely Flint et al., 2020). These benefits are particularly prevalent towards English as an

Additional Language students (EALs), individuals lacking intrinsic motivation and

struggling readers. The table groups could be based on students who require the same

reading resources.

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Resources

Living in a time as accepting and as advanced as the twenty-first century, there are a

range of resources available appropriate for students. The richest resources are ones that

are relevant to students lives.

Resources play a significant role in students understanding of who they are. It is essential

that these resources are diverse that each students is encouraged to consider their

culture. An example of culturally diverse reading resource is texts written by authors from

different backgrounds or that illustrate people from different backgrounds (Seely Flint et al.,

2020). Providing a culturally diverse pedagogy is particularly important for students whose

culture does not closely correspond to the school because different cultures learn in

different ways and therefore these students won’t be disengaged from learning (Seely Flint

et al., 2020). When teachers use these resources, they need to provide the appropriate

stimulation to ensure children have access to the same funds of knowledge and therefore

can enjoy the resource on the same level.

Resources also play a significant role in students imagining who they will be. More than

90% of occupations involving technology and therefore it is as important as ever to

integrate new literacies and old literacies (Turbill, Barton & Brock, 2015). An example is

students using iPad applications to complete an inquiry investigation. This satisfies the ICT

general capability of the curriculum as students learn to communicate, create, be ethical,

investigate and operate technology (Turbill, Barton & Brock, 2015). In addition, it is

advantageous for students as it increases engagement, especially spatial intelligence

students. However these resources are only as effective as the teacher that teaches them.

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Teaching Approaches

There is no longer a standard teaching approach. Teaching approaches need to consider

what to teach and how to teach it.

Teachers know what to teach by kid watching. Kid watching is when teachers observe and

document their students learning process (Seely Flint et al., 2020). When teachers kid

watch, they make note of the students strategies, enthusiasm and errors they make (Seely

Flint et al., 2020). This supports student learning because it signals to the teacher how to

plan the curriculum to meet the needs of each individual student (Seely Flint et al., 2020).

This is also beneficial for teachers because they can experience self reflection and

professional development.

Teachers know how to teach by teaching students the knowledge and skills required to be

effective readers from teaching students to read from the bottom up as illustrated in figure

5. Therefore teachers should guide students as they master phonemic awareness,

decoding skills, encoding skills, sight words and reading fluency that accumulate in

learning to read (Seely Flint et al., 2020). Lessons should be a combination of reviewing

what was learnt last lesson to provides students with a sense of accomplishment and

familiarity and learning something new because it provides students with a sense of

engagement and stimulation (Seely Flint et al., 2020). Once students have been taught the

information they can practise it in a sample task.

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Figure 5

Bottom Up Teaching Strategies

Reading
Comprehension

Sight

Coding

Decoding

Phonemic
Awareness

Note. Adapted From: Seely Flint, A., Kitson, L., Lowe, K., Shaw, K., Humphrey, S., Vicars, M., & Rogers, J. (2020).
Literacy in Australia: Pedagogies for Engagement (3rd ed., pp. 1-492). Milton: John Wiley and Sons Australia Ltd.

Sample Tasks

Reading is a life long skill. To encourage students to engage in reading, enlighten students

to the idea reading is fun through enjoyable tasks.

One fun reading task is sociodramatic play. Sociodramtic play is when children develop

language and social skills by creating imaginary worlds, characters and scenarios (Bahar,

Snapir & Korat, 2002). The sociodramatic play could involve a teacher reading a book and

than students putting on a play of that book. One benefit of sociodramtic play is that

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students to make their own meaning of the text and in doing so their memory improves as

they recall the details (Bahar, Snapir & Korat, 2002). Another benefit of sociodramtic play

is that it informs students of the different functions of language because they are being

imaginative by putting on a performance (Bahar, Snapir & Korat, 2002).

Another fun reading task is allowing students choice in assessment. This ensures that the

assessment is authentic and meaningful to students through acknowledging that there are

many possible ways to view a students learning trajectory and acknowledges that different

students have different intelligences (Gardner, 1993). Students can than display their

chosen assessment tasks in a portfolio. Teachers view the students whole portfolio to

provides a more complete picture of the student as a learner’s growth and

accomplishments. Ultimately, creating a positive learning climate which is conducive to

learning.

Conclusion

In conclusion, learning to read in the early years of learning act as a foundation for

learning the years to come. It is imperative teachers recognise they have the responsibility

of shaping their students lives and therefore they need to create an early years classroom

that allows emerging readers to blossom. It is acknowledged there are limitations as to

how students learn to read because reading is not unitary object and therefore learning

how to read is not the same for everyone. In further studies, it would be interesting to see

how learning to read differs for different demographics.

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 References

Bahar, E., Snapir, M., & Korat, O. (2002). Sociodramatic Play as Opportunity for Literacy

Development: The Teacher's Role: In This Study In Israel, One Teacher Supported

Literacy Through Play in Her Kindergarten Class with Promising Results. The

Reading Teacher, 4(56), 386.

Emmit, M., Hornsby, D., & Wilson, L. (2013). The Place of Phonics in Learning to Read

and Write [Ebook] (2nd ed., pp. 1-27). Melbourne: ALEA. Retrieved from https://

www.alea.edu.au/documents/item/773

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. (1st ed., pp.

1-529). New York, NY: BasicBooks.

McInerney, D. M. (2014). Educational psychology: constructing learning. (6th ed., pp.

1-536). Frenchs Forest, NSW: Pearson Australia.

Seely Flint, A., Kitson, L., Lowe, K., Shaw, K., Humphrey, S., Vicars, M., & Rogers, J.

(2020). Literacy in Australia: Pedagogies for Engagement (3rd ed., pp. 1-492).

Milton: John Wiley and Sons Australia Ltd.

Turbill, J., Barton, G., & Brock, C. (2015). Teaching Writing in Today's Classrooms:

Looking Back to Look Forward (1st ed., pp. 281-300). Norwood: Australian Literacy

Educators' Association.

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