Megan Zara, M. Ed.
As a literacy leader, I understand that effective literacy instruction and experiences must be authentic. Reading and writing require a purpose, and learning is done best using authentic experiences (Tompkins, 1998). By incorporating authentic purposes for reading and realistic audiences for writing, teachers help students construct
meaning (Tompkins, 1998). When students are presented with meaningful and relevant literacy instruction, students are able to “transfer new learning to other settings, such as homes and communities” (Barone & Xu, 2008).
International Literacy Association Standrards for Reading Professionals
References
Au, K. H. (2011). Literacy achievement and diversity: Keys to success for students, teachers, and schools. New York: Teachers College Press.
Barone, D., & Xu, S. H. (2008). Literacy instruction for English language learners PreK-2. In Vogt, M. E., & Shearer, B. A. (2011). Reading specialists and literacy coaches in the real world. New York: Pearson.
Kucer, S. B. (2001). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. Mahwah, NJ: L. Erlbaum Associates.
Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. Upper Saddle River, NJ: Pearson Education/Merrill/Prentice Hall.