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
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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).
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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.
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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.
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Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. Upper Saddle River, NJ: Pearson Education/Merrill/Prentice Hall.