Encouraging Literacy among Students
\nDeveloping strong literacy skills in students sets them up for future academic and career success. Being able to comprehend written information, articulate ideas clearly in writing, and continually expand one’s vocabulary are abilities that will serve individuals well throughout their lives. Educators therefore play a key role in fostering literacy among the students they teach. There are several effective strategies they can employ.
\nOne approach is making reading an engaging activity in the classroom. Teachers can select texts on topics that interest students and facilitate lively discussions around what was read (McGeown et al., 2016). Bringing in elements of choice allows students some autonomy in their learning. Educators may also want to maintain a well-stocked classroom library with a variety of fiction and nonfiction books at different reading levels (Krashen, 2004). This gives students opportunities for free reading during periods of independent work or spare time.
\nModeling strong reading habits is another way to encourage literacy. When teachers are seen regularly reading for pleasure or work purposes, it sends the message that reading is a valuable use of time (De Naeghel et al., 2014). Educators can discuss books they themselves have read recently to spark student interest. Assigning daily independent reading time, even if just 10-15 minutes, helps develop reading as a routine (Anderson et al., 1988).
\nUsing technology can also boost student motivation for literacy. Applications that allow listening to audiobooks while following along in print or digital texts make reading more interactive and multi-sensory (McTigue & Uppstad, 2019). Websites and software with leveled texts on myriad topics at the click of a button give students autonomy in their choices (McKenna et al., 2012). Gamifying literacy skills through interactive e-books, quizzes, and challenges can increase student engagement with the material (Sakamoto et al., 2018).
\nIn conclusion, educators play a pivotal role in nurturing literacy among their students. By selecting engaging materials, modeling strong reading habits themselves, and leveraging technology, teachers can inspire students to continually expand and strengthen their comprehension and communication abilities.
\nReferences
\nAnderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285\u2013303. https:\/\/doi.org\/10.1598\/RRQ.23.3.2
\nDe Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2014). The relation between elementary students\u2019 recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 106(4), 1006\u20131021. https:\/\/doi.org\/10.1037\/a0036325
\nKrashen, S. (2004). The power of reading: Insights from the research (2nd ed.). Portsmouth, NH: Heinemann.
\nMcGeown, S. P., Norgate, R., & Warhurst, A. (2012). Exploring intrinsic and extrinsic reading motivation among very good and very poor readers. Educational Research, 54(3), 309\u2013322. https:\/\/doi.org\/10.1080\/00131881.2012.710089
\nMcKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a U.S. survey. Reading Research essay writing service Quarterly, 47(3), 283\u2013306. https:\/\/doi.org\/10.1002\/RRQ.021
\nMcTigue, E., & Uppstad, P. (2019). Mobile technology and reading: Student experiences and implications for instruction. The Reading Teacher, 73(1), 31\u201339. https:\/\/doi.org\/10.1002\/trtr.1790
\nSakamoto, S., Tani, M., & Konomi, S. (2018). Effects of gamified reading activities on junior high school students\u2019 reading motivation and comprehension ability: A quasi-experimental study. Journal of Educational Technology & Society, 21(2), 155\u2013168.<\/p>\n","protected":false},"excerpt":{"rendered":"
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