introduction
Literacy refers to reading, writing, speaking, listening and viewing (Hill, 2012, p. 3). The acquisition of literacy-based knowledge is central in effective communication with others, and hence the ability to function within a community (Hill, 2012, p. 3). However, each child is different, meaning the way children learn to read, write and speak is not the same. Rather, children progress through stages of learning at their own pace, and some may require more support than others (Hill, 2012, p.2). Effective teachers will understand that child development is diverse, and plan lessons according to the interests and aptitudes of their students Hill, 2012, p. 2). Whilst this is imperative, it is equally important to consider the social constructivist theory.
SOCIAL CONstructivist theory
Social constructivism proposes that all learning is social, collaborative and active (Hill, 2012, p. 3). According to Dewey (1964), children develop by using prior knowledge and experience to formulate questions, and actively seek answers to build upon their learning. Effective teachers should individualise instruction to encourage children to consider what strategies help them learn to read, write and speak (Louden et al., 2005). Vygotsky (1978) suggests that children require adult support to create and explore new ideas to construct knowledge. The importance of adult support is explained by the zone of proximal development, that is, the difference between what children achieve independently, compared to when an adult assists them (Hill, 2012, p. 4). For example, if a child is reading a book about the types of vehicles, an adult may draw the child’s attention to the features of the different vehicles. Learning to distinguish between buses, trucks and cars will lead to learning the names of these objects. Subsequently, children will gain the ability to use language to refine and communicate symbolic thoughts, and in turn, improve intellectual development (Hill, 2012, p. 5).
oral language
Learning to read, write and speak is a process of development (Hill, 2012, p. 5). Oral language is at the base of literacy development, as it enables children to use language to represent meaning (Hill, 2012, p. 21). As they progress through the early primary years (K-Year 3), children develop and improve semantic, syntactic, phonological and metalinguistic knowledge (Hill, 2012, p. 21). Effective teachers should be aware that oral language development varies in children according to individual factors, such as gender differences, socio-economic status and language disability (Hill, 2012, p. 40). Further, children have unique language styles and ways of communicating meaning (Hill, 2012, p. 28). Halliday (1975) proposed the systematic functional linguistic perspective, which explains that language carries meaning for an array of purposes (Hill, 2012, p. 29).
learning to read
Reading is the ability to decode meaning from text and illustrations (Hill, 2012, p. 167). Reading requires active problem solving, as children must use semantic, syntactic and graphophonic cues to identify text meaning, sentence structure and visual material (Hill, 2012, p. 163). Children begin reading by sampling the print and visual information to form a prediction on the text’s meaning (Hill, 2012, p. 166). They check their prediction using prior experience and knowledge of semantics, syntax and graphophonics. If the prediction is confirmed, they self-correct by rereading, sampling, predicting and confirming until meaning is understood (Hill, 2012, p. 166). In addition, Freebody and Luke (1990) proposed that children take on four main roles as they read.
The role of the teacher is essential in guiding children's understanding on the text being read. Before children begin to read, teachers should link the text material with familiar concepts (Hill, 2012, p. 201). During reading, teachers should provide prompts that encourage students to draw on meaning, syntax and visual cues to problem solve (Hill, 2012, p. 201). After reading, teachers should provide children with activities to practice becoming more independent readers (Hill, 2012, p. 201).
The role of the teacher is essential in guiding children's understanding on the text being read. Before children begin to read, teachers should link the text material with familiar concepts (Hill, 2012, p. 201). During reading, teachers should provide prompts that encourage students to draw on meaning, syntax and visual cues to problem solve (Hill, 2012, p. 201). After reading, teachers should provide children with activities to practice becoming more independent readers (Hill, 2012, p. 201).
learning to write
Writing is used to display language in written symbols (Hill, 2012, p. 312). There are various ways to convey meaning through written language, vis-à-vis word order, punctuation, similes and metaphors (Hill, 2012, p. 314). However, there are various styles of writing, including modelled writing, guided writing and independent writing (Hill, 2012, p. 327). Effective teachers should be mindful that early literacy learners might not understand when it is appropriate to use certain language features. Thus, it is important to guide children through the process of writing as follows: selecting ideas, organising ideas, drafting, proofreading, and publishing (Hill, 2012, p. 328).