Posted: September 17th, 2022

A Reflection on Structured Literacy Approach to Reading

A Reflection on Structured Literacy Approach to Reading
The success of learning programs is largely reliant on the strategies adopted by instructors during their teaching. It, therefore, is necessary for teachers to consider appropriate approaches of learning as key to enhance students’ performance. These programs should focus on improving instructors’ skills towards attaining teaching potentials. This is key to address students’ learning barriers and, therefore, useful in stimulating students’ motivation of the learning knowledge. As such, I analyze the process of teaching reading using a structured literacy approach and explain how this technique can improve the growth and development of tutees’ learning as well as enhancing the personal teaching skills of instructors.
The Reading Process
In my view, I consider a structured literacy approach of teaching reading a sequential process of learning. The process is systematic with the learning information organized to follow a predetermined sequence of language learning. From my teaching experience, structured literacy approach to reading first introduces the basic elements and concepts and further progresses to more difficult concepts. The reading process also involves teacher-student engagement with instructors required to produce explicit instructions aimed at eliminating assumptions such as the thought that students will naturally acquire the learning concepts on their own. The approach also utilizes evidence-based programs such as the use of phonology, sound, and symbol, syllable, instructions, semantics, morphology as well as the use of syntax to reinforce language learning. The teaching process is also diagnostic of the students’ learning needs with the instructor adopting both informal assessments such as observation as well as the formal assessments using standardized measures to evaluate the learning progress of learners. Structured approach of reading also requires teachers to master the learning knowledge and use effective teaching skills to create cognitive learning as well as capturing the attention of learners. I, therefore, view structured literacy approach of teaching as systematic and elaborative useful in creating a comprehensive and student expressive learning environment.
My Experience Applying the Intervention Strategies
I consider structured literacy approach to learning an effective tool for both students able as well as struggling student readers. In my view, this approach to reading enhances students’ decoding of reading information in an explicit and systematic manner. For instance, the use of phonological awareness such as rhyming, clapping syllables, and counting words significantly creates students’ awareness of the learning knowledge despite their varying learning abilities. Such learning programs, therefore, create an inclusive learning environment for the success of all students. The use of both visual and auditory reading further effectively associates both sounds and symbols useful in enhancing a student’s awareness of spoken words. Such learning activities will reinforce student’s mapping of phonemes and segmenting letters to create sounds patterns. I, therefore, find this learning process important to eliminate biological learning barriers.
I also consider structured literacy approach to reading incorporative of syllable instructions useful in helping students organize the learning ideas. A student’s awareness of the various types of syllables can help them identify their sounds and in cases where long and unfamiliar words may be subdivided to enhance reading accuracy. The use of syntax concepts to define the sequence and functioning of sentence words is also useful to enhance students’ knowledge of the meaning of such words. An understanding of sentence variations also effectively breaks certain biological barriers of learning such as students’ visual problems. In my view, these strategies enhance students learning despite their diverse learning abilities.
The Role of Structured Literacy Approach to Reading in Promoting the Growth and Development of Tutees’ Learning
In my view, structured literacy learning is useful in enhancing the growth and development of students throughout their learning. The approach, for instance, adopts student- teacher interaction to engage students’ active participation in learning. Such engagements are crucial in breaking learning barriers associated with biological anomalies thereby providing an equal learning opportunity for both able and dyslexia students. Structured literacy instructions are also restrict instructors to review previously taught concepts while using both formal and informal assessment methods to evaluate students’ learning progress. Such assessments play a crucial role in assessing the effectiveness of the learning process and are therefore useful in providing selective learning support to students who most need teachers’ guidance.
I consider systematic introduction of new learning concepts useful to stimulate students’ motivation to engage in more complex concepts without the feeling of being overburdened with the learning concepts. It is, therefore, easy for students with learning disabilities to master concepts and have a positive view of the learning process. The approach further adopts detailed learning which plays a crucial role in providing an intensive learning knowledge for students’ success. This is crucial in providing a comprehensive knowledge keen on supporting students learning needs. From my experience, a structured learning instructions enages teachers to be diagnostic in every step of their teaching aimed at providing appropriate learning pace necessitated by the progress of students’ learning. I, therefore, consider structured learning programs key in providing a supportive learning environment by engaging students’ efforts to achieve better growth and development in their learning.
The Role of Structured Literacy Approach to Reading in Enhancing the Growth and Development of Teachers’ Skills
I consider structured literacy approach to reading useful in enhancing the growth and development of teachers’ skills. The technique stimulates instructors’ to conduct researches on the required learning knowledge. As such, teachers will develop an intrinsic motivation into finding new ideas to facilitate their teaching. These instructors, therefore, remain aggressive in finding new ideas required by the teaching practitioners towards equipping themselves with updated and relevant learning knowledge. From my experience, structured literacy reading provides teachers with the skills to remain sensitive and supportive of students’ needs. As a teacher, I am able to effectively introduce structured literacy learning strategies such as the use of sounds and symbols to remove learning barriers associated with dyslexia. I can also use structured literacy reading materials to facilitate students’ access to a wide range of student’s literacy needs.
I can use maps, sequences as well as detailed learning to further equip myself with the ability to provide a comprehensive learning environment that meets each student’s needs. I can also use both formal and informal student assessments to effectively choose suitable teaching options that meet student’s needs. For instance, I would use language patterns to forester students encoding and decoding of words to make them appear simple for learners reading. As a teacher, the systematic approach of teaching may further enhance my ability to emphasize on basic learning knowledge as foundational information allowing students’ smooth transition from reading simple to complex words. In my view, the structured literacy approach of teaching reading knowledge effectively equips teachers with the right information, materials, and strategies giving them the opportunity to enhance their teaching skills.
The structured literacy approach to reading is, therefore, a useful tool to improve the growth and development of tutees’ learning as well as enhancing the personal teaching skills of instructors. The structured literacy approach to reading embraces a systematic introduction of evidence-based teaching techniques including the use of phonology, sound, and symbol, morphology among other strategies of language learning for students learning. These approaches are crucial in addressing the learning needs of both students with or without reading difficulties and, therefore, effectively creating an inclusive learning environment. The use of phonology improves students’ awareness of their environment while the use of auditory and visual learning plays a key role in addressing biological barriers to students learning. The use of symbols also enhances meaning of the learning knowledge. These strategies effectively enhance students’ cognitive awareness of their environment and, therefore, useful in enhancing their learning.

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