Balanced literacy instruction in a technological era

Written by Andrea Van Sice

Reading is powerful. Author Emoke B’Racz reflects, “How my life has been brought to undiscovered lands, and how much richer it gets – all from words printed on a page.” Words are no longer just printed “on a page”, as technology devices have drastically changed what and how we read (Biancarosa & Griffiths, 2012).  Literacy instruction and assessment is a blessing and challenge in many schools, and Lutheran schools are no exception. Teacher time is often limited, increasing the necessity of technological resources and tools. It is important to maintain balance between technological and traditional instructional tools. Here are six tips to help Lutheran teachers develop a strong culture of literacy in the classroom.

1. Choose the instructional tool that provides the greatest potential for student learning.
Teachers should integrate technology when it provides an opportunity for student achievement that traditional techniques cannot (Roblyer, 2015). In other words, only use a screen when paper and pencil is not enough; weigh the relative advantage of using technology over traditional forms when planning instruction. For example, tablets provide new opportunities for literacy skill building. Applications prompt students to identify high frequency words, trace letters, answer comprehension questions, and read words as they are highlighted or read aloud. Personalized word lists and reading levels can be recorded, and can be accessed to plan instruction. These practices would not be possible without technology; thus, the classroom becomes more efficient when students can work independently and stay engaged, and teacher time can be freed.

2. Make “old-fashioned” reading and writing a priority.
Technology should supplement, not replace, teaching students to read stories printed on paper and to write with a pencil. Teachers can prepare students for literacy success by teaching handwriting. Transcription fluency, or the ability to write letters, words, and sentences correctly, can predict a student’s future ability to complete high quality work, take notes, complete high level exams, and work at a post-secondary level. A strong correlation between handwriting speed and typing speed has been discovered; those students who are not taught handwriting have lower typing speeds, while students who are taught handwriting have faster typing speeds (Reutzel, 2015). Reutzel [meyerjd1] stated, “When handwritten letter transcription becomes fluent, young students can turn their attention to higher-level cognitive processes… (p. 15).”

3. Communicate the value of a paperback book to students.
Students should be taught concepts of print and a love of reading apart from a screen. Concepts of print include teaching what words are, how to hold a book, how to turn a page, where the pictures are, etc. When students see environmental print and the various uses for print, they will develop a concept of word. Concept of word leads to word recognition, which opens the door to a lifetime of reading and learning. The average American child will have had more screen time by the age of six, than time they will speak with their father for their entire life (Schroeder, 2016). Teachers can make a large impact on the importance of literacy in a child’s life by reading paper books aloud, encouraging recreational reading, and using discretion when integrating technology.

4. Utilize technology for assessment and record keeping.
Technology can provide continuous, pertinent information to teachers as they plan further instruction (Black & Wiliam, 1998, p. 83), especially when time is an issue. Self assessment may be completed by instructing students to record themselves reading orally each week with the help of an aide or volunteer; this gives teachers regular documentation of a student’s reading level to plan instruction. Digital documentation of literacy portfolios and reading inventories such as the Qualitative Reading Inventory-5 by Pearson (Seitz, 2008) can provide technology based assessment. When assessment happens regularly, teachers can better recommend reading levels for home and school and identify areas of improvement for struggling readers.

5. Teach students to evaluate the reliability of information.
While technology is a useful tool for literacy, teachers must take care that it does not widen educational gaps. Students from lower socioeconomic backgrounds may not have the familiarity with devices that students from high socioeconomic backgrounds have. Teachers should promote digital citizenship and teach digital literacy throughout the integration process (Biancarosa & Griffiths, 2012). In a time when anyone can be an author, students must be taught to discern quality literature from unreliable texts (Roblyer, 2015). Teach students how to identify the source of any literature that is used in the classroom and suggest strong reading choices for at home reading.

6. Study the written Word of God.
Finally, note how the ultimate Teacher, our Lord, speaks to us through his written Word. Teaching students to read words on a page not only ignites a love for learning, but gives them the skills to search God’s Word. Children should be taught how to hold a Bible, turn the pages, and find specific chapters and verses, that they may read God’s promises and love – the reason for all that teachers do. Putting this book into a child’s hand is the ultimate gift.

Andrea Van Sice is a 2014 graduate of Martin Luther College, and is currently pursuing an M.S.Ed. from MLC with an emphasis in Special Education. For the upcoming school year, she will be teaching second grade at Garden Homes Lutheran School in Milwaukee, WI.

References

Biancarosa, G. & Griffiths, G. (2012). Technology tools to support reading in the digital age. The Future of Children Publication. Fall 2012, Vol. 22, No. 2.

Black, P. & William, D. (1998). Inside the black box: Raising standards through classroom achievement. Phi Delta Kappan, V92, N1, 81-89.

Harris, K., Graham, S., Mason, L.H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Paul H. Brookes.

Reutzel, D. R.. (2015). Early literacy research: Findings primary-grade teachers will want to know. The Reading Teacher, 69(1), 14–24.

Roblyer, M. (2015). Integrating Educational Technology into Teaching. Pearson Education.

Seitz, H., & Bartholomew, C. (2008). Powerful portfolios for young children. Early Childhood Educational Journal, 36, 63–68.

Schroeder, J. (2016). Sermon: Fathers called to follow. Faith Lutheran Church. Sharpsburg, GA.