LITERACY PRACTICES

OF
by:
STRONG READERS
JUNAMY CLUEH J. TALINGTING
 LITERACY
ability to read and a skill in a
write particular subject
ability to speak,
listen and view
Communicate effectively
Definition
LITERACY

not simply about

knowledge and skills
A person’s capacity to
apply these skills to
effectively connect,
interpret, and discern
the intricacies of the
world
It is a
complex
constructive
process

👉 Literacy
The Learner

👉 Literacy
 students come to a learning context with:

 minds full of information

 vocabularies that may or may
not be a match for classroom
discourse
 attitudes about reading, writing
and school
 varying levels of motivation

👉 Literacy
 C

DIVERSE
STUDENTS
Problems:
not all students have learned
prerequisite information
different range of content
knowledge
not all teachers taught the
same amount of information and in the
same manner
 Interpret
Schema information

PRACTICES

Metacognition Scaffolding

Evaluate one’s learning and

integrate new information to existing information
The Text

👉 Literacy
Text Types
- Explanatory
- Narrative
- Descriptive
- Argumentative (Exposition)
- Discussion
- Report
- Procedural
Students need….
 to be flexible
 consider text structure
proficient readers approach types
of text differently

👉 The Text
The Context

👉 Literacy
sets the purpose for
reading
proficient readers vary reading
according to purpose
READING and WRITING
CONNECTION
Reading is the most important,
fundamental ability taught in the nation's
schools.

It is vital to society and to the people

within it.

It is the door to knowledge and a

capability that can liberate people both
intellectually and personally.
- An Inquiry Model for Literacy
Across the Curriculum
THE IMPORTANCE OF READING
IN WRITING
Writing is reinforced by:
- Talking
- Listening
- Reading
 When reading…
 one can get ideas that can help to start
writing
 one cam learn new vocabulary that is
meaningful
By reading…
 one can document better what are being
written
 one can learn grammar, punctuation, and
spelling
As a reader, we receive a writing lesson: how to
spell, punctuate, use proper grammar,
structure a sentence or paragraph, and
organize a text. (Duke et al., 2013; Culham, 2014;
2012).
And every time we create a text as a
writer, we receive a reading lesson.
Evidence shows that high-quality
writing instruction can improve
students' reading comprehension,
reading fluency, and word-solving skills
(Graham & Hebert, 2011).
 Reading while writing
 One should read several times
what he/she writes before
others read it
 Reading one’s work help you
discover new ideas, new directions,
and better ways of saying own
ideas
Reading one’s own texts
allow you to revise and
rewrite.
Others can read to
us what
we have written.
we can hear our writing

one can detect flaws in

one’s writing
such as grammatical
errors
Reading & Writing
• involves constructing meaning
both involve planning, generating
and revising meaning (Graves & Hansen,
1983; Smith, 1983)
….meaning is continually in a state of
becoming. The mind anticipates, looks
back, and forms momentary impressions
that change and grow as meaning
develops

(Fillmore, 1981; Langer, 1984)

- both are composing activities
in that writers and readers use similar
kinds of knowledge in the act of making
their meanings: knowledge about
language, content, genre conventions,
organization and structure
Reading & Writing
•both are thinking processes
• not solitary acts
•Reading widely and regularly contributes
to the development of writing ability.
•Good writers were read to as children.
•Increasing reading frequency has a
stronger influence on improving writing
than does solely increasing writing
frequency.
Pennington, 2009
Better readers tend to be writers.
Better writers tend to be better
readers.
Writing can be seen as a scaffold to
process a text.
Reading can be seen as a scaffold to
write.
 Read while
writing and write
while reading.
The experience and knowledge that
is shared between reading and
writing can strengthen a writer's
ability to read and a reader's ability
to write

Blatt & Rosen, 1987; Butler & Turbil, 1984; Rubin & Hansen,
END