Literacy narrative can be defined as a story about your own experience with writing and reading

as well as your knowledge on a particular subject of your choosing whether it be music, learning
a new language, the story of how one learn to read anything (Agosta 2017). Therefore, this paper
will be dealing with how I developed my literacy and attitude as my literacy learning life
progresses.

As we grow from infant to a child we learn literacy from our mother by mimicking what we hear
around us learning our mothers tongue. Reading and writing were skills I acquired from age
5year when I was enrolled into primary school. During those days we go to school with slate,
then we learn how to write alphabet using the slate by mimicking how teacher write on the
board, and words were learnt through memorization and repetition. Although all these word
meaning were not provided or properly known even though we don’t properly understand the
meaning of the words learnt we are always eager to use it and show off our skills to children who
are not yet attending school to prove how better literate we are compare to them.

Growing up my parents never had time to tutor us on reading and write due to their nature of job
but we were provided the necessary books item needed and my siblings assist me with my
learning as I’m the last child, I had more advantage to have people ahead of me who could put
me through. I remember after the eradication of slate I started using note book and story books,
there is this English text I can’t forget because it made tremendous impact in my literacy learning
it’s called Queen Premier. In this book children learn how to combination a letter into two and
three to make sentence. I love the book in that when I’m reading it, it sound as if I’m sing a song
such as, “we go up, up we go; the cat sat on a mat e.t.c.

During my late primary school life on literacy was superb because I had teacher who were
patient and willing to guide the students, we learnt words and their meaning which assist me to
be able to read, write and compose sentences very well. We made use of English textbooks that
has comprehension passage we all are allowed to practice reading the passage, each time a
student will be pick out to read to the class and assignment on any comprehension passage were
always given. The teacher should always provide the appropriate amount of guided practice
depending on the difficulty level of the strategies that the students are learning. For example, the
strategy of predicting can be demonstrated briefly and with a few examples. However,
summarizing a paragraph or a passage may require several steps within guided practice.
But my secondary school days was not encouraging due to some factor, first being in science
class was one hindrance because we believe we don’t need much of English. To my surprise you
can move to the next level/class without passing English, mathematics and four of the
departmental course. However, the English teacher then contributed to the crisis faced because
she neither patient nor accommodating, the worse of it is that she is tribal biased. Her focus is
more toward children from her tribal due to her unprofessional manner towards the students both
the teacher and student lose focus on how to meet the goal of learning as the student become
rebel the teacher continue to be hostile. “When teachers put more emphasis on the learning
process and provide a supportive environment where mistakes are viewed as growth
opportunities instead of failures, students are more likely to develop learning goals” (Improving
adolescent literacy…, 2008, p. 27). Further more complex words are always in use during lesson
which we hardly comprehend the meaning, as it is written in (Improving adolescent literacy:
Effective classroom and intervention practices. (2008) the most important goal for literacy
instruction with adolescents is to increase their ability to comprehend complex text. Further, the
goal is not simply to enable students to obtain facts or literal meaning from text (although that is
clearly desirable), but also to make deeper interpretations, generalizations, and conclusions.
Teachers should provide opportunities for students to engage in high quality discussions of the
meaning and interpretation of texts in various content areas as one important way to improve
their reading comprehension. These discussions can occur in whole classroom groups or in small
student groups under the general guidance of the teacher. Discussions that are particularly
effective in promoting students’ comprehension of complex text are those that focus on building
a deeper understanding of the author’s meaning or critically analyzing and perhaps challenging
the author’s conclusions through reasoning or applying personal experiences and knowledge. In
effective discussions students have the opportunity to have sustained exchanges with the teacher
or other students, present and defend individual interpretations and points of view, use text
content, background knowledge, and reasoning to support interpretations and conclusions, and
listen to the points of view and reasoned arguments of others participating in the discussion
(Improving adolescent literacy: Effective classroom and intervention practices. (2008).

I’m an average reader, I don’t like reading too many voluminous articles especially when the
article is not interesting and educative I lose interest reading it.
References:

Agosta.(2017). Literacy Narrative. The Writing Resources Corner | Literacy Narratives

https://pages.charlotte.edu/unccwrc/blog/2017/09/12/literacy-narratives/

Improving adolescent literacy: Effective classroom and intervention practices. (2008). Institute
of Education Sciences, National Center for Education Evaluation and Regional
Assistance. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_082608.pdf.