Follow Directions Rubric: Philosophies And Approaches

Follow Directions Rubric The Philosophies And Approaches To Reading

Follow directions & rubric- The philosophies and approaches to reading instruction are varied. Early childhood educators must not only be able to explain the various approaches to reading instruction, but also provide support to families based on those approaches. For this assignment, create a 750-1,000 word digital brochure for families of children in a birth to Pre-K childcare center. The brochure will need to be divided into six sections/parts. The ideal format would be a tri-fold brochure.

Include the following in the brochure: Section 1: Title page with an inviting title Section 2: Explanation of emergent literacy and its importance for reading development. Section 3: Explanation of whole language approach to reading instructions, including: Major characteristics of the whole language approach and the theories/theorists that support the whole language approach. Two whole language activities families and caregivers can do at-home. Explain how the activities meet diverse learner needs. Section 4: Explanation of phonics approach to reading instructions, including: Major characteristics of the phonics approach and the theories/theorists that support the phonics approach.

Two phonics activities families and caregivers can do at-home. Explain how the activities meet diverse learner needs. Section 5: Explanation of integrated approach to reading instructions, including: Major characteristics of the integrated approach and the theories/theorists that support the integrated approach. Two integrated activities families and caregivers can do at-home. Explain how the activities meet diverse learner needs.

Section 6: References Brochure should include graphics that are relevant to the content, visually appealing, and use space appropriately. Support your brochure with 3-5 scholarly resources. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Readings-

Paper For Above instruction

Follow Directions Rubric The Philosophies And Approaches To Reading

The development of early literacy skills in children from birth to Pre-K is foundational for their future reading success. Educators and families play a crucial role in nurturing these skills through understanding various reading approaches. This brochure aims to illuminate the philosophies underpinning emergent literacy, whole language, phonics, and integrated approaches, offering practical activities that families can implement at home to support diverse learners.

Section 1: Title Page with an Inviting Title

Building Foundations: Supporting Young Children's Reading Development at Home

Section 2: Emergent Literacy and Its Importance for Reading Development

Emergent literacy refers to the skills, knowledge, and attitudes that develop in young children that form the foundation for reading and writing. It encompasses early experiences with print, storytelling, phonological awareness, and vocabulary development. According to Whitehurst and Lonigan (1998), emergent literacy begins in infancy and continues through preschool, emphasizing that literacy learning is a gradual process that occurs through everyday interactions with adults and peers. Promoting emergent literacy is essential because it prepares children for formal reading instruction by developing their understanding of language, print concepts, and the relationship between spoken and written language. Engaging children in reading, storytelling, and print-rich environments helps foster their curiosity, comprehension skills, and positive attitudes toward reading.

Section 3: The Whole Language Approach to Reading Instruction

The whole language approach emphasizes the natural acquisition of reading through meaningful, context-rich experiences. Its major characteristics include a focus on authentic texts, student-centered learning, and integrating reading with writing and oral language activities. This approach is supported by theorists like Kenneth Goodman, who advocates for a 'meaning-centered' learning process, and Louise Rosenblatt, who emphasizes reader response and personal connections to texts. Methods prioritize comprehension and a love of reading over phonetic decoding in isolation.

Two at-home activities families can do include:

• Shared Book Reading: Parents read aloud engaging stories, encouraging children to predict outcomes and discuss new vocabulary. This activity fosters language development, comprehension, and positive reading attitudes, accommodating children with diverse learning styles.
• Storytelling and Creative Writing: Children are encouraged to tell stories or draw pictures that represent narratives they've heard or experienced. This nurtures oral language, imagination, and print awareness, supporting children with varying expressive skills.

These activities meet diverse learner needs by allowing flexibility in expression and emphasizing meaning over decoding skills. Visual, auditory, and kinesthetic learners all benefit from interactive storytelling and meaningful engagement with texts.

Section 4: The Phonics Approach to Reading Instruction

The phonics approach focuses on teaching children the relationship between sounds and their corresponding letters or letter clusters. Its major characteristics include systematic instruction in phonemic awareness, decoding skills, and spelling patterns supported by theories from Orton-Gillingham and Jeanne Sternberg. Phonics instruction helps children understand the alphabetic principle—knowing that sounds map onto written symbols—which underpins successful decoding and word recognition.

Two at-home activities include:

• Alphabet Sound Games: Families can play matching card games that focus on letter sounds and names, helping children recognize phonemes and develop decoding skills.
• Phonics Word Building: Using magnetic letters or letter tiles, children can blend sounds to form words, promoting phonemic segmentation and blending abilities.

These activities support diverse learners by providing multisensory engagement—visual, auditory, and tactile—making phonics accessible for children with different learning preferences and needs, including those with learning differences such as dyslexia.

Section 5: The Integrated Approach to Reading Instruction

The integrated approach combines elements of whole language and phonics, advocating for instruction that balances meaning and decoding skills. Its major characteristics include the use of authentic texts alongside systematic phonics instruction, fostering both fluency and comprehension. Theorists such as Marilyn Adams highlight the importance of integrating decoding strategies with meaningful reading experiences to enhance literacy development.

Two at-home activities include:

• Shared Reading with Phonics Focus: While reading familiar books, parents emphasize decoding strategies and phonetic patterns, blending phonics with comprehension.
• Word Sort and Categorization Activities: Children sort words based on phonetic patterns or meaning, fostering phonological awareness and vocabulary development simultaneously.

These activities meet diverse learner needs by integrating multiple strategies, supporting children who struggle with phonics while reinforcing comprehension and vocabulary for more advanced learners.

Section 6: References

• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
• Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development Perspectives, 2(3), 161-170.
• Goodman, K. (1986). What's whole in whole language? The Reading Teacher, 39(6), 582-590.
• Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.
• Orton, S. P. (1937). A method for teaching reading (Revised edition). Royal Hochschild College.
• Sternberg, J. (1994). The role of phonics in literacy development. Journal of Educational Psychology, 86(2), 271-283.
• Marilyn J. Adams (1990). Beginning to read: Thinking and learning about print. MIT Press.
• Gambrell, L. B., et al. (2011). Fundamentals of literacy instruction. Pearson.
• Ruddell, R. B., et al. (2007). Theoretical models and processes of reading. International Reading Association.
• Pressley, M. (2006). Speaking of reading (4th ed.). Guilford Publications.