Augmenting Literacy Instruction With Strategies Connected to Expanding Views

ABSTRACT

Recent policies in education have prompted the implementation of scripted core literacy programs, resulting in increased teacher‐directed, systematic phonics instruction. While such shifts support a simplified view of reading, more than 1/3 of students continue to experience reading difficulties, prompting consideration of relying on a single method of teaching reading. Expanding views draw attention to tending to necessary bridging processes, self‐regulatory behaviors, and cultural and asset‐based pedagogies within reading instruction. As educators determine the best combination of methods for teaching students at the emergent and early reading stages, augmenting structured literacy programming with play‐based strategies that foster student dialogue around the concept of word in text (COW‐T) may support sensemaking and cognitive flexibility needed to become proficient readers and move beyond rote skill practice. Additionally, strategic selection of texts can offer various opportunities to connect students' funds of knowledge and cultural assets or reinforce critical academic content. This teaching tip offers insight into connecting sound, syllable, and print to develop students' deep understanding of foundational aspects of literacy.