Literacy difficulties and interventions in the early childhood classroom

Abstract

In recent years, there has been a complete revolution with regard to literacy instruction. After decades of utilizing Marie Clay’s approach, which focuses on context clues and pictures, as opposed to decoding and sounding out words, children were taught to read without vital skills. Now that educators know where Clay went wrong, they are on the path to fixing and perfecting literacy instruction, something which involves great courage and strength. Yet, they are doing so without question because they care deeply about the literacy success of their students. Literacy instruction is not simple, clear or easy for the average student, let alone one who struggles. Nevertheless, learning how to read and write is a fundamental right that all children have. Like the educators that are recreating literacy instruction for the good of all students, teachers who have students with literacy difficulties need to put in all of their strength and efforts to target, intervene, support and inspire each child throughout their literacy development. (from Conclusion)