Expanded Foundational Literacy Skills

Type:
  Course
Authors:
Laurie Inman; Susan Porter; How Alpert; Sue Sears; and Maryanne Wolf
Developed by:
UC|CSU Collaborative Dyslexia & Literacy Taskforce
Series:
Literacy and Dyslexia Modules
Relevant categories:
Dyslexia Reading and Literacy
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Overview

The Expanded Foundational Literacy Skills module presents an understanding of foundational skills that both includes and goes beyond phonemic awareness, phonics, decoding, word recognition, and fluency. In this expanded view, we examine the critical role of all language processes (phonological, orthographic, semantic, morphological, and syntactic) to word recognition, fluency, and skilled reading. With an emphasis on explicit, systematic, and cumulative teacher-directed approaches, the module provides evidence-based, literacy related assessment and instruction appropriate for all learners. The module concludes with a discussion of structured literacy reading programs and multi-component reading interventions.

TPEs Addressed

  • TPE 7.1 - Plan and Implement evidence-based literacy instruction (grounded in ELA/ELD Framework)
  • TPE 7.2 - Plan and Implement Evidence-based Literacy Instruction (UDL, MTSS, California Dyslexia Guidelines)
  • TPE 7.3 - Asset-based Pedagogies
  • TPE 7.4 - Literacy instruction that is active, motivating and engaging (responsive to student language and literacy development)
  • TPE 7.5 - Foundational Skills
  • TPE 7.6 - Meaning Making
  • TPE 7.7 - Language Development
  • TPE 7.10 - Monitor students’ progress using formative assessment practices (Screening, English learners, collaboration)
  • TPE 7.11 - Provide instruction in English language development
  Keywords: Alphabet Knowledge, Concepts of Print, Decoding, Dialectical Variations, Differentiated Instruction, Expanded Foundational Literacy Skills, Fluency, Morphological Knowledge, Multicomponent Instruction and Intervention, Multilingual Learners, Orthographic Mapping, Phonics, Phonological/Phonemic Awareness, Semantic Knowledge, Structured Literacy, Syntactic Knowledge, Word Recognition

Learning objectives

  • Describe an expanded view of foundational literacy skills that includes the contributions of all language domains (phonology, orthography, morphology, semantic, syntactic) to word recognition and fluency
  • Understand that the ability to detect distinctive sound segments and to connect them to the letters of the alphabet are important pre-requisites for reading and spelling in English
  • Describe phases of decoding development and the important role of explicit and systematic phonics instruction in the automatic recognition of words and the fluent reading of connect text
  • Understand how language differences, including dialectical variations, impact foundational skill assessment and instruction
  • Discuss the features and efficacy of structured literacy and multi-component instructional approaches to the teaching of reading

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