How have advancements in technology changed literacy education?
Literacy education at the primary level in regular education has not changed substantially with the advent of technology at critical levels, especially in the lower grades. Learning the sounds of the letters, for example, reading a story, or charting inferences can happen with or without technology. Teachers need to be especially wary of computer programs that promise to make learning easier, but are, in fact, nothing more than ‘computerized worksheets.’ At the same time, teachers should be aware that modern children are very comfortable with computer programs and are attracted to computer experiences. In this sense, learning is not so much changed as repackaged for a new generation. In addition, technology-assisted learning holds much promise for children whose learning would benefit from such factors as the elimination of handwriting, the chance to receive immediate feed back, experiment with options, and so on. Finally, teachers need to distinguish between learning to read and write and becoming technologically literate. There are many, many advantages to the second, the opportunity for which is definitely increased once the first is secured.
What can parents do at home to supplement their children’s in-school literacy education?
First and foremost, it is most helpful if parents engage with children in conversations that encourage children to think and evaluate situations that arise in the home. Everything from cooking to television programs is a possible focal point. In addition, parents should be encouraged to read to their children on a regular basis, not just in the pre-school and primary grades, but through the elementary years. It is also desirable that parents promote children’s interest in writing by having plenty of inexpensive writing materials around. Ideally, a child will have a writing space at home, but a clipboard and a pencil case will do.
How can teachers best respond to students who learn to read more slowly than others? How should they respond to students who are ahead of the curve?
Every classroom will have children who are reading and writing on different levels. It is obviously important that children have regular opportunities to work on their own levels. Teachers should avoid grouping children by ability all the time, however. The literacy curriculum should be structured around whole and small group experiences. Specific skills relative to children’s individual needs are usually taught in small groups. Whole groups are usually reserved for introductory activities and general comprehension activities.
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