Literacy is so much more than reading and components of a reading program. Though I have a special love for the writing in an effective literacy program, one should also observe vocabulary instruction, comprehension strategy instruction, fluency instruction, word study and phonemic awareness, and content literacy instruction. Today, many also include digital literacy in the definition.

What should one observe if visiting a classroom to document literacy strategies? Because it is a love of mine, I like to begin with writing instruction. Writing instruction cannot be an afterthought but must be included daily in lesson plans. Teachers should model the writing process and provide models for exemplary writing. Students should be writing in response to what they read in class and outside the walls of the school. Perhaps students will be seen composing on the computer and also writing in journals. The use of graphic organizers will be evident. Writing will be an integral part of a literacy-rich classroom.

In addition to writing instruction as part of a literacy program, explicit vocabulary development is essential. Students need to discuss word meanings and use them in a variety of situations. Words should be dissected. Context clues need to be taught, as well as the use of reference materials like dictionaries. The more times students hear and use words, the more likely they become a part of regular use.

Students need a basis for learning new words. This begins during the primary school years, and it may continue for those who struggle with language acquisition in the later years. Phonemic awareness (sounds, syllables, etc.), phonics ( patterns, sounding out, etc.), and word study are all part of this process.

Fluency is another part of an effective literacy program. Being fluent is being capable of reading and writing easily and accurately. To become fluent, students need many opportunities to hear, write, speak, and read . While observing a classroom for literacy strategies, one may see students reading with partners, reading in unison, and listening to the teacher read. Timed readings are also appropriate, as are reader’s theatre and teacher-student reading opportunities. Writing can also use several of the same strategies: partner writing, reading writing aloud, teacher-student writing. Modeling of good techniques is important.

Another important component of reading instruction is comprehension. It doesn’t just happen but must be taught. Many strategies exist that promote better comprehension when reading: synthesizing, predicting, inferring, questioning, use of graphic organizers, summarizing, evaluating, activating prior knowledge, and building prior knowledge. Teachers and students who are immersed in a literacy-rich classroom will display the use of such strategies.

It is very important that reading and writing skills be applied in all subjects for all students. Content teachers have the responsibility to teach content vocabulary and to help students build background knowledge. Graphic organizers can be used in each area. Writing in response to reading is very important, also.

To conclude, an effective literacy program, for lack of a better term, as I don’t really love a “canned program,” should include each of the components mentioned. I think schools should use what works from experience and research to develop a system that works for them. Training, and monitoring the application of the training, is so important. Presently, the average American reads at the 7th-8th grade level. Also, writing skills are poor for many, so we need to be willing to do anything we can to improve this statistic.

Balance. We need some balance in classrooms today. We need to be reminded that technology is a tool and not a fix-all. Paper and pencil still have their places, and I believe the pendulum needs to swing back . Many have asked my opinion on students taking writing exams via word processor, and I have thought much about that subject for years. What follows is based on research and on my own experience as an educator since 1980.

What is it that we really want of our students? Do we want them to retain information, process at a higher level, and to activate their brains regularly? Hopefully, that is a resounding YES. Writing activates the brain in ways word processing cannot. Writing by hand enhances learning and assists in developing conceptual understanding. Learning to write by hand and composing that way actually helps in learning to read.

Handwriting is a sensory experience as art is and can help develop brain connections. Writing is another way to give greater understanding of material. Some research exists that shows sensory activities build nerve connections. Sensory activities “support language development , cognitive growth, fine and gross motor skills, and problem solving skills.”

As students get older and must take notes, writing by hand also allows brains to engage with the information more which improves comprehension. Most type faster than writing, so when note taking by hand, students must summarize the information while taking notes. This allows more understanding. Taking notes by hand also improves recall.

Research seems to indicate that students who type notes usually just type lectures verbatim without conceptualizing as they would need to do when taking notes by hand. Perhaps the answer is to use a balance of both and to teach students HOW to really take notes.

In a nutshell: Writing notes by hand rather than typing them increases understanding.

Let’s make some changes to help our children maximize their learning.