Literacy is the ability to communicate with others.

It involves listening, speaking,

reading, and writing as well as comprehension. Gambrell (2015) states, “literacy is…the means

by which we communicate, whether by comprehending the thoughts, ideas, and intentions of

others, or in communicating our own thoughts, ideas, and intentions to others” (p.7). Therefore,

literacy is an umbrella under which any form of communication takes place. To communicate

effectively, everyone needs to learn how to express their ideas orally and in writing as well as

being able to understand written and oral communication of others.

Literacy instruction takes place throughout the entire curriculum. Students must read

textbooks, comprehend what they are reading, as well as listen and comprehend what the teacher

is trying to teach them. Therefore, teachers need to implement strategies that meet students

where they are and challenge them to meet goals which will enable them to communicate

effectively. Since we know that all learners progress at a different rate, teachers need to be

aware of a students’ ability and adjust their instruction accordingly. Differentiated instruction is

essential to this process. “...when teachers differentiate, they are meeting the individual needs of

their students without diminishing expectations or sacrificing curricular rigor” (Gambrell, 2015,

p.9). One particular approach that that helps teachers differentiate instruction effectively is the

Interactive Strategies Approach. According to Scanlon (2017), the ISA approach includes

universal screening of all children, identification of children who may be “at risk” and closely

monitoring their progress so they can be offered support through a tiered system of instruction

based on the changing needs of the student (p.9). The teacher essentially looks at the assessment

data and then groups students based on their ability. The instruction is then tailored to meet the

individual needs of the student.

 In addition to differentiating instruction and incorporating literacy into all content areas

being taught, teachers need to also be aware of several other important factors of literacy

instruction. Gambrell (2015) suggests that an effective literacy classroom is one where a teacher

provides complexity and balance, they scaffold and individualize instruction, manage the

classroom well, encourage self-regulated learning, and create a positive environment (p.26-27).

Within these important parameters teachers need to also seek ways to motivate their students and

connect their learning to real life situations. According to the International Literacy Association

(2019), teachers should strive to cultivate positive learning environments through providing

opportunities for students to engage in learning; modeling of high expectations; and requiring

that all students be respected and valued, and that they contribute to these principles (p.2).

Teachers are the key component to delivering effective literacy instruction. As time marches on

and things change daily, it is important for teachers to continue to study effective ways to deliver

sound literacy instruction while striving to motivate their students to reach their highest potential.
 References

Gambrell, Linda B. & Morrow, Lesley Mandel (2015). Best Practices in Literacy Instruction (5th

edition). New York, NY: The Guilford Press.

International Literacy Association (2019). Engagement and Adolescent Literacy. Position

Statement and Research Brief. https://www.literacyworldwide.org/docs/default-source/where-

we-stand/ila-engagement-and-adolescent-literacy.pdf

Scanlon, D, Anderson, K, and Sweeney, J (2017). Early Intervention for Reading Difficulties:

The Interactive Approach (2nd edition). New York, NY: The Guilford Press.