Developing Literacy Assignment 1B: Folio Part B

Running Head: DEVELOPING LITERACY FOLIO
Title: Developing Literacy Assignment 1B: Folio Part B
Student name
University name
Author notes

2LITERACY FOLIO DEVELOPMENT
Section 1
RILEY
Area of need for Riley’s reading development
As per the reading audio and transcript provided for the reading comprehension the area
of need for the student is phonological development. It is found that Riley was unable to use
some speech sounds to communicate the language clearly. In some parts of the reading Riley was
not able to properly pronounce some words and her fluency and intonation were not clear. The
pitch was not uniformly used that is the high-low sound transformation was not clear. The
juncture of the connection between words and pauses between words, phrases and sentences
were not properly used (Australian Government, Department of Education and Training, 2016).
Moreover, her use of punctuation was not justified in her reading outcomes.
Teaching strategy to support Riley’s reading development
The teaching strategy that will best suit for Riley is the strategy of reading aloud to
children. Riley has a clear understanding of the text of the reading and she correctly answered
most of the questions asked by the teacher. But she needs to have a more precise and correct
reading comprehension. The teacher could help here with this reading out loud strategy that will
assist to understand the correct phonological orders that can be easily used in later reading
comprehensions (Australian Government, 2016).
Lesson to support and extend Riley’s reading development
Riley could be guided in her reading specially in area of her correct phonological
development. She is only a grade 1 student so she will not understand the importance of
phonological development right now only the teachers can guide her in this regard. The teachers
could support Riley in her classroom reading curriculum by setting reading goals in guided
reading, highlighting the texts to be read before-hand so that she could read it once before final
reading, read out loud to the class and could record her reading and let her listen later on so that
she could understand her shortfalls (Cohen & Waite-Stupiansky, 2013). Both audio of the
teacher’s reading and Riley’s reading need to be provided to her so that she could understand the
differences. Providing supportive image for the readings could help in better understanding of
the context and reading comprehension will improve as a result (Conderman & Hedin, 2014).

3LITERACY FOLIO DEVELOPMENT
Asking questions at the end is a good strategy to support better understanding. And she needs to
be more involved in reading out loud so that her pitch and intonation becomes perfect only by
practicing more.
The tools of ICT could be helpful in this regard to enhance literary teaching strategies for
teachers. In recent times Pedagogy uses extensive online support tools in supporting learning
behavior in children (Fu, 2013). The HITS (High Impact Teaching Strategies) will support both
instructional and pedagogical learning (Louden, 2014). The ten points of HITS namely goal
setting, lesson structuring, explicit teaching, example works, collaborative learning, multiple
exposures, questioning, feedback, metacognitive strategies and differentiated teaching could help
in developing a holistic teaching strategy with ICT incorporation (Noor-Ul-Amin, 2013). Many
schools now focus on providing tablets to students that will help them in developing better
learning experiences. Smart classrooms can provide better audio-visual feedback to students and
reading development will improve afterwards.
MIA
Area of need for Mia’s reading development
As per the reading transcript and the audio provided the area of need for Mia’s reading
development is engagement with the text as a text user. It is one of the four roles of a reader
namely maker, code breaker, text user and text critic (Martella & Marchand-Martella, 2015). It is
true that in this stage students’ receptive modes and productive modes are well developed and
they try to connect them to personal experiences and as a result they are driven away from the
main topic of reading (Victoria State Government, 2018). Mia has higher issue with text
connection and for which her fluency also gets disturbed. While answering the questions asked
by her teacher, she, almost in every answer, connected her personal feelings to them and used her
own imagination in answering. She had little understanding of the content of the reading and is
flown away by her own feelings. She needs to be more focused with the text content and need to
have a deeper understanding of it.
Teaching strategy to support Mia’s reading development
Guided reading can be suitable in this regard, where the teacher can for a small group of
students having similar reading behaviors and who have similar reading level of texts (Rodger,