Effective Literacy Teachers: Reading, Writing & Learning Theories

Introduction: Defining Literacy, Reading, and Writing

Literacy is described as the capacity to use reading and writing for varied types of tasks both inside and outside of the classroom. Reading is defined as a complex process of comprehending written text; individuals are reported to interpret meaning according to the type of text being read and their reason for reading it. Writing is described as a complex method of producing text, with writers creating meaning in a way that is relative to the type of text and their purpose for writing it.

Several related terms help complete this foundational picture. Dynamic is defined as active involvement in reading and writing pursuits. Strategic is defined as the conscious monitoring by readers and writers of their own learning. Goal-oriented describes reading and writing undertaken for a specific purpose or with a specific plan.

The Evolving Concept of Literacy in a Technological Society

When literacy is traditionally defined, the emphasis falls on the learner's capability to read words. In the present, however, literacy is viewed as a tool that enables the learner to participate in a technologically advanced society. The new literacies are reported to include "sophisticated and technological ways to read and write multimodal texts incorporating words, images, and sounds," all of which provide learners with opportunities to develop innovation in their meaning-making, in their exploration of the world, and in giving voice to their lives.

These multimodal texts incorporate elements such as words, images, and sounds, and they combine various types of representation, including various media forms. This expanded understanding of literacy reflects the demands of a society in which digital and visual communication are as important as print.

Learning Theories: Behaviorism and Constructivism

Behaviorism focuses on the observable and measurable aspects of student behavior. It holds that behavior can be learned and unlearned, and that learning is "the result of stimulus-and-response actions." Within this framework, reading is held to be a conditioned response. Behaviorism is teacher-focused: the teacher plays an active role as the provider of knowledge. Through explicit instruction, teachers teach learners skills in an organized and specific manner, presenting information in incremental steps and using practice to reinforce what has been learned until it is mastered.

The Constructivist theory, by contrast, holds that students are active and engaged learners. Learning is not something that can be directly observed, because the construction of knowledge is a mental process. Learning happens when new knowledge is integrated with a student's already existing knowledge. Constructivism is student-centric and differs significantly from behaviorism. From the constructivist view, students take what they already know and relate it to the new information being learned, constructing their own knowledge in the process. The constructivist view also holds that the more motivated student is the more successful one. Research has shown that students learn more effectively through literacy activities that are authentic.

Cognitive processes and information-processing theory are two theories of learning that are closely related. Both examine the mental processes that cannot be directly observed, and both are reported to include reading and writing within their scope. Reading and writing are described under these frameworks as "meaning-making processes" (Tompkins, n.d., p. 11).

Conclusion

Teachers who are effective in literacy instruction are those that use a balanced approach — one that draws on both teacher-centric and student-centric learning theories. Effective literacy instructors scaffold the reading and writing of their students and link instruction to assessment. By combining the structured, explicit methods emphasized by behaviorism with the active, meaning-making focus of constructivism and cognitive theory, effective teachers provide a comprehensive literacy experience that prepares learners for both academic and real-world demands.