Developing Literacy

Running head:DEVELOPING LITERACY
Developing Literacy
Name of the Student
Name of the University
Author Note

1DEVELOPING LITERACY

2DEVELOPING LITERACY
Section 1:
-Learning styles
Learning styles refers to the individual preferences of learning of different individuals. The
According to Primary and Secondary Curriculum of the Australian education, every
individual can have a different preference for style due to which different teaching strategies
might be needed to address through learning needs and preferences (Truong, 2016; Cuevas et
al., 2015; Fellowes&Oakley, 2011).
-Selected area of need for Riley and Mia
The selected area of need that has been chosen for this case study of Riley and Mia is that of
reading development among which the specific necessity for phonological development for
Riley and fluency development for Mia has been selected.
-Aim
The aim of this study is to analyze and evaluate the teaching strategies that can benefit Riley
and Mia and support their learning experience using appropriate teaching method that can
help in the development of their reading skills and incorporate ICT within the experience.
Discussion:
-Chosen Teaching Strategy and its benefit
The teaching strategy that has been selected for the Phonological Development for Riley is
that of Synthetic Phonics. This approach utilizes 44 types of sounds that are produced from
letters as well as small groups of letters which are known as phonemes. These phonemes are
mainly comprised of English words in which 21 consonants, five vowels and double letter
sounds are used to make up synthetic phonics. This is one of the primary policies advocated
by the EYLF.

3DEVELOPING LITERACY
The teaching strategy that has been selected for the Fluency development for Mia is
that of Whole Language Approach in which the children are encouraged to write, speak and
listen to the usage of language through trial and error method, as highlighted in the Australian
Curriculum for Primary Learning (Thompson et al. 2017). The approach tries to make
meaning from the entire text instead of the words and sounds that comprise them. Children
are also encouraged to write their own stories or read others’ stories as an approach to
improve fluency on the language (Chung, 2017; Ashton, 2013).
-A learning experience
A learning experience that can support the development of reading skills of Mia and Riley
can include group-based learning experience. This can allow both Mia and Riley to be
involved in the same group through which they can engage with each other and other students
as well as the instructor as the course material. Approaches such as developing workshops,
classrooms, seminar sessions, presentation and group discussions can significantly facilitate
this learning experience by supporting better interactions of the students thereby improving
their reading skills and learning from each other.
-Teaching method appropriate for the learning experience
The teaching methods that can be the most appropriate to address and achieve the learning
experience and reading development goals can be a classroom based teaching method. This
method can facilitate the development of experiential learning through observation of the
reading skills of the instructor as well as the peers in the group. This can help both Mia and
Riley to increase their phonetic competencies as well as their fluency. The strategies that can
be utilized within this method include role-play, simulation, group discussion, case study and
brainstorming with the peers (Mazari&Derraz, 2016). According to Haworth et al. (2015),
learning with a small group like a classroom, can help students to develop inter personal
communication, presentation, problem solving and analytical skills. Mazari and Derraz