Literacy Philosophy Statement

When do children learn to talk, read, write, and develop basic literacy skills? I believe literacy development
begins at home, before children even have exposure to school. Children learn to speak and talk through the
influences of their environment. Research clearly shows that instructional environments (more specifically, a home
that fosters literacy) have a powerful impact on children's growth in reading. Literacy is a complex, developmental
process that children can begin absorbing as soon as they are exposed to it. There are children who go into
Kindergarten whose vocabulary knowledge is far more developed because they have exposure to literacy at home.
This is something teachers have to be aware of and something to take into consideration when developing
instruction for students. Thomas Gunning stated that teachers have to be able to judge whether or not a students
reading difficulties are influences by real life circumstances (Gunning, 2009). Its almost as if some students have
an unfair advantage to learning when you look at learning starting at home, because so many children do not have a
literacy enriched background, home environment.
To add on to literacy development beginning outside of school, there are so many other outside factors that
can influence a students literacy development and experiences. For instance, usually students who dont have a lot
of exposure to text come from low socioeconomic backgrounds. Thats not saying their parents or guardians do not
care about literacy, but sometimes, unfortunately cannot afford books or have the time to read and invest in literacy
with their child. I have also seen many situations where parents themselves cannot read, much less be able to read to
their children. Even with those outside factors being taken into consideration, I believe every student has the
potential to excel in literacy regardless of their background. Appropriately developed instruction for students can be
the guiding light for those of different backgrounds (along with motivational factors, differentiated texts, literacy
rich classrooms, etc.)
In the realm of the classroom, teachers are responsible for a students success. There are many different
factors that go into that, but I am a huge advocate for motivating students and believe motivation plays a huge roll in
student success. Motivation often makes the difference between superficial and shallow learning and learning that
is deep and internalized (Gambrell, 2011). Motivation within a classroom is vital to student growth and
achievement. Teachers need to create a classroom culture that fosters literacy motivation and teach reading for
authentic meaning-making purposes. Teachers need to provide students with scaffolded instruction in phonemic
awareness, phonics, vocabulary, fluency, and comprehension (Gambrell, 2011). If students are not motivated to
read, we as teachers need to figure out why. Is the material too hard for them? Do they not like the topic? Do they

feel as if they are serving a purpose? Are they engaged in what they are reading about? Playing the role of a
motivating educator is a huge undertaking, but one that is well worth it when you see your students take
responsibility for their own learning.
When considering the many pieces of literacy development, from the beginning to the classroom and
beyond, educators need to make sure our instruction is accurate and evidence-based. What really works for students?
How do students learn? What makes it click for them? Although there is no single instructional program,
approach or method found to be effective in teaching all students to read, evidence-based practices that promote
high rates of achievement have been documented (Gambrell, 2011). Most all teachers are eager to find the best fit
of instruction for their students, but its important for educators to remember that it needs to be evidence-based.
Evidence-based instruction are methods that have been tested and proved to work and improve reading achievement
(Gambrell, 2011). There are many aspects of education, but starting with the evidence of what truly works is a good
starting point. I truly believe evidence-based instruction can lead to overall literacy success.
I believe all students can learn and have the ability to grow. One students growth may look a lot different
than another student, but learning is for everyone. Whether students have a literacy enriched background or not,
motivated or not, teachers have the power (influence) to make each learner blossom. Literacy should not be taught in
isolation, but have a part in every subject so that students see its importance in everything. Students needs choice in
what they read, purpose in what they read, and overall guidance when they read, as needed. If we take evidencebased practices, modify it for our students, get them motivated and provide them with an environment of learning,
there are no limitations to the success students could have.

Works Cited
Gunning, T. (2009). Assessing and correcting reading difficulties (4th ed.). Boston, Mass.: Allyn and Bacon.
Morrow, L., & Gambrell, L. (Eds.). (2011). Best practices in literacy instruction (4th ed.). New York City, New
York: Guilford Press.