Definitions of

Literacy
 Three sub-categories of
 Literacy is traditionally understood as conventional concept of literacy.
the ability to read and write. (Miller, 1973)

1. Basic Literacy
 It is derived from the Latin word 2. Comprehension Literacy
literatus, meaning “(a person)
marked with letters”-that is, 3. Functional of Practical Literacy
“distinguished or identified by
letters”
 Expanded Views
of Literacy
 Literacy involves a continuum of
 Literacy is the ability to identify, learning in enabling individuals
understand, interpret, create, to achieve their goals, to develop
communicate and compute, using their knowledge and potential,
printed and written materials and to participate fully in their
associated with varying contexts. community and wider society
(UNESCO, 2004; 2017).
 KEY FEATURES OF LITERACY
Literacy is about the uses people make of it as a means of
communication and expression, through a variety of media.
Literacy is plural being practiced in particular contexts for
particular purposes and uses specific languages.
Literacy involves a continum of learning measured at different
proficient levels.
TRADITIONAL
LITERACY
EDUC 95
 TRADITIONAL LITERACY
It is a type of literacy that deals with reading and writing skills
of letters in a particular language. 
It refers to reading and writing that follow the form, content,
and use of standard conventions (Koppenhaver, 2000).
A student is moving towards a more
conventional understanding of
literacy if they:

● know most of the letters most of the time

● engage actively during shared reading
● have a means of communication and
interactions
● understand that writing involves letters
and words

Literacy
Development
● Literacy development is the process of
learning words, sounds, and language.  their education.
● Literacy development includes learning
basic phonics skills and includes reading
comprehension, writing, and analysis of
literature.
Importance of
Literacy Development
● Children with confident reading
abilities typically struggle less with their
studies and have a confident approach to
● Strong literacy skills translate well into
independent learning and encourage
consistent growth in and out of the
classroom.
● Literacy development affects the way
students communicate and solve problem.
 Criteria EXCELLENT (10-9 points) GOOD (8-6 points) FAIR (5-1 points) SCORE
Organization
Presentation was very organized Presentation was very organized Presentation was not clearly
and was very easy to follow. and was very easy to follow. organized. Transitions between
Transitions between group Transitions between group members were jumpy or
members were well planned and members were well planned and awkward.
executed cleanly. executed cleanly.

Teamwork/ The group worked well with each Group communicated relatively Presentation was not clearly
Participation other and communicated well. All well with a few lapses in the organized. Transitions between
members participated in the presentation; students dominated members were jumpy or
presentation. the presentation awkward.

Content All of the group members have a
solid understanding of the content.
Assigned stage was clearly
explained or depicted.
Group communicated relatively
well with a few lapses in the
presentation; some students
dominated the presentation and
others did not participate much.
Group members had only a
superficial understanding of
content. Several mistakes were
made during the presentation.

Presentation/ Effective in delivering the oral Somewhat effective in delivering Ineffective in delivering the oral
Oral Delivery presentation demonstrating good the oral presentation presentation demonstrating
communication skills. All group demonstrating average below average/poor
members presented and communication skills. Some communication skills. Lack of
preparation was evident for the members presented more than preparation was evident.
most part. others. More preparation was
needed.
● Given the traditional/conventional concept of literacy, how literate are you?

● Although reading education in the Philippines aims to develop

Functional/Practical literacy in learners, what level of literacy is being
developed when classroom practices focus more on memorization rather than
on understanding and application?
 LITERACY
DEVELOPMEN
T
EDUC 95
 LITERACY
● DEVELOPMENT
Literacy development is the process a child takes in learning
letters, sounds, and comprehension of written language.
● Literacy development includes learning basic phonics skills
and includes reading comprehension, writing, and analysis of
literature.

 Children with confident reading abilities typically

struggle less with their studies and have a confident
approach to their education.
 Strong literacy skills translate well into independent
learning and encourage consistent growth in and out of the
classroom.
 Literacy development affects the way students communicate
and problem solve. 
FIVE STAGES
OF LITERACY
DEVELOPME
NT
 Stage 1: Emergent
Literacy 

 Age Range: 4-6 years old.

 This stage is crucial and includes the two
 Emergent literacy is the term used to fundamental concepts of phonemic
describe the reading and writing awareness and phonological awareness.
experiences of young children before
they learn to write and read
conventionally (Teale & Sulzby, 1986). 
 Stage 1: Emergent
Literacy 
 Early literacy refers to “what children
know about reading and writing
before they actually learn to read and
write” (Ghoting & Martin-Diaz,
2006)
• Pretending to be able to read
children’s books. 
• The ability to recognize the first letter
of their name.  
• Trying to memorize certain books to
“read” them. 
• The ability to recognize some letters
and potentially their sound. 
• The ability to find words in their
environment.
“Emergent literacy is not age dependent but
is based on experiences with print!”
–– Karen Erickson and David Koppenhaver
 Stage 2: Alphabetic
Fluency
• No longer “pretend” reading.
• Finger-pointing to words while
 Age Range: 6-7 years old. reading them. 
• Beginning to recognize words.
 As the child grows older and more • Admitting that they’re unable to read
comfortable with learning their words and certain words.
letters, they enter the alphabetic • Using pictures and context clues to
fluency stage of literacy development.  figure out certain words.
• Reading out loud word by word. 

 Alphabetic understanding
 Stage 3: Words and
Patterns
 Age Range: 7-9 years old.
 The words and patterns stage is when
children begin to develop stronger
reading skills.
• Less decoding of words and stronger
ability to comprehend reading
materials.
• More self-correction when what is
read is unclear. 
• Less sound by sound reading and
easier time grouping letters.
• Able to recognize words that pop up
most often automatically. 
• Less reliance on context clues to
figure out unknown words.
 Stage 4: Intermediate
Reading
 Age Range: 9-11 years old.
 Children begin to rely less on educational
crutches that help a child learn new
words. This is also when children are
becoming able to write out sentences with
less error and develop stronger fluency
overall.  develop new vocabulary.
• Reading to learn new information and
writing for multiple purposes. 
• Less difficulty with independent
reading. 
• Reading to explore new concepts from
numerous perspectives.
• Reading longer materials such as
textbooks with little difficulty. 
• An interest in wanting to learn and
 
 Stage 5: Advanced
Reading
• The desire to read numerous types of
 Age Range: 11-14 years old. reading materials.
• Reading becomes a daily tool for learning
new information.
 Children become fully fluent and • The ability to formulate longer texts such
capable of relying on independent as essays or book reports.
reading to learn new information. • Readers usually have a strong
Reading and writing provide little understanding of the meaning and
difficulty and students can absorb semantics of words.
complex reading materials during this • The ability to understand and retain
stage. .  complex reading materials.