Unit 2.

Te a c h i n g S t r a t e g i e s f o r t h e
Development of Literacy
S k i l l s a n d Te a c h i n g r e s o u r c e s

Prepared by : Clarence
Murillo lll-BPED-B
A. Strategies for the
development of emergent
literacy skills and teaching
resources:
1. Pictures and
Objects
Establish predictable routines
to encourage children to learn
to anticipate events.
When routines are established, children begin to learn
about objects and vocabulary associated with certain
activities. Active participation in all steps of a routine
can reinforce concepts and language skills. Routines
can also help a child to develop sequencing skills
(first/then; start/finish), and some tasks can be
arranged in left to right order, such as setting the table,
laying out clothes, or arranging materials for any
activity.
Provide concrete
language-embedded
experiences.
Children who are blind or visually impaired need the
opportunity to experience things through hands-on
activities that are meaningful and fun. As mentioned above,
they will often need specific instruction because of the lack
of access to information through incidental learning. For
example, a book about a farm will be much more
meaningful if the child has first had a chance to visit an
actual farm, touch different kinds of animals, touch their
fur or feathers, feel how big they are, listen to their calls
(moo, neigh, quack), examine what they eat (hay, grain),
and learn about what they produce (e.g. milk, eggs, wool).