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Diverse approaches to literacy
Diverse learners often require diverse approaches to literacy. Educators can meet their needs by creating a toolbox of strategies for engaging them in literacy. In this assignment, you will create a strategy chart evaluating literacy strategies as they relate to the five reading components. Step 1. Select Select a population of students in your school (elizabeth city middle school in elizabeth city Nc) such as English learners (ELs), inclusion, or male students. Step 2. Explore Explore 15 different literacy strategies to meet diverse students’ needs. Step 3. Evaluate Evaluate the 15 strategies by ranking them from most important to least important. Step 4. Create Create a Strategy Chart using the resources linked on the Learning Objects page. Include the 15 strategies relative to the five reading components: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Step 5. Write Select the top 5 strategies and write a brief description of each. Be sure to include at least one citation for each strategy. Step 6. Submit
Sample Answer
Literacy Strategy Toolbox for Diverse Learners
Selected Student Population: English Learners (ELs) and Students in Inclusion Settings (Students with Disabilities).
This combined population requires strategies that simultaneously build foundational language skills (vocabulary, phonics/decoding) and provide extensive scaffolding to access and comprehend complex, grade-level academic content. The focus is on making abstract concepts concrete, visible, and repeatable.
Strategy Chart: Evaluation Against the Five Reading Components
The 15 strategies below are ranked from 1 (Most Important for this population) to 15 (Least Important/Most Foundational). The five reading components are: Phonemic Awareness (PA), Phonics, Vocabulary (Vocab), Fluency, and Comprehension (Comp).
Rank
Strategy
PA
Phonics
Vocab
Fluency
Comp
Rationale for Rating
1
Explicit Vocabulary Instruction (Tier 2/3)
N/A
Low
High
Med
High
Directly bridges the language gap for ELs and content gap for Inclusion students.
2
Think-Alouds/Modeling Reading Strategies
N/A
N/A
Med
Med
High
Makes the invisible cognitive process of comprehension explicit and concrete.
3
Graphic Organizers (Visual Scaffolding)
N/A
N/A
Med
Low
High
Provides crucial visual structure for organizing thoughts and content for both ELs and Inclusion.
4
Guided Repeated Reading (Echo/Choral)
N/A
N/A
Low
High
Med
Essential for building automaticity, expression (prosody), and reading rate.
5
Cloze Procedure/Sentence Frames
N/A
N/A
High
Med
Med
Focuses on sentence structure (syntax) and contextual word use, key for ELs and scaffolding writing for Inclusion.
6
Pre-teaching Background Knowledge (Front-loading)
N/A
N/A
Med
N/A
High
Builds schema; removes unnecessary barriers to accessing grade-level text.
7
Word Walls with Visuals/Cognates
N/A
N/A
High
Low
Low
Anchor chart supports language retention and visual recognition.
8
Word Mapping/Morphology Instruction (Roots/Affixes)
N/A
Med
High
N/A
Med
Teaches students how to unlock meaning and decode long, academic words.
9
Readers Theater/Dramatic Play
N/A
N/A
Low
High
Med
Low-stress, engaging activity to practice expressive, fluent reading.
10
Direct Instruction of Sound-Symbol Relationship
Low
High
N/A
Low
N/A
Necessary remedial instruction for struggling decoders (often students with disabilities).
11
Reciprocal Teaching (PQC2)
N/A
N/A
Low
Low
High
Promotes active reading and dialogue, fostering independent application of strategies.
12
Segmenting and Blending Games
High
Low
N/A
N/A
N/A
Highly foundational; mainly addresses students with severe early reading gaps.
13
High-Frequency Word Practice (Sight Words)
N/A
Med
Low
Med
N/A
Builds automaticity at the word level, freeing up cognitive load for comprehension.
14
Shared Reading (Teacher reads aloud)
N/A
N/A
Low
Med
Med
Good for modeling, but limited active student practice compared to other methods.
15
Dictation (Writing words heard)
Med
High
N/A
N/A
N/A
Excellent for linking sound to print, but less of a "reading" component strategy.
Top 5 Literacy Strategies Descriptions
The top five selected strategies prioritize closing the vocabulary/language gap for ELs and providing explicit cognitive and visual scaffolding for both populations to achieve grade-level comprehension.
1. Explicit Vocabulary Instruction (Tier 2/3)
This strategy involves the direct, deep, and systematic teaching of academic (Tier 2) and domain-specific (Tier 3) vocabulary. For EL and Inclusion students, merely encountering new words is insufficient. Instruction must involve student-friendly definitions, examples of use in multiple contexts, non-examples, and opportunities for deep processing and dialogue. Crucially, the target words are often reinforced with visuals, movements, and home language cognates to create multiple pathways for memory retrieval.
Citation: Graves, M. F. (2006). The word (vocabulary) problem: More has changed than stayed the same. Reading Research Quarterly, 41(2), 177-183.