Literate Environment Analysis Presentation

1. Literate Environment Analysis
Debora Deavers
Walden University
Dr. Fitzgerald
EDUC-6706R-2 The Beginning Reader Pre-K - 3

2. Literate Environment Analysis
Introduction
• A safe and respectful learning environment is essential to
motivation and active involvement (Tompkins, 2010).
• Students’ attitudes toward reading affect interest and
development.
• Carefully analyzing and selecting texts is an important part
of designing effective instruction.
• Interactive, Critical, and Response Perspectives were all
considered during design and development of this effective
instruction.
– Instruction included strategies used in learning to read, learning
to analyze and get to know texts, and inclusion of activities that
encourage thinking about and responding to what is read.

3. Literate Environment Analysis
Getting to Know Literacy Learners
• Fostering life-long readers requires
consideration in the areas of motivation,
attitude, interests, self-concepts, and self
attributes.
• Finding a love for reading is very important
(Afflerbach, 2012).

4. Literate Environment Analysis
Getting to Know Literacy Learners
• Using reading to further students’ personal interests
motivates them to read and become lifelong readers
(Afflerbach, 2012).
• “The Other” includes key attributes of successful
readers including motivation, self-concept, attitude,
interests, and what readers attribute to their reading
related successes and struggles. The survey I chose
(Mckenna & Kear, 1990) for assessing “The Other”
focuses on attitude which is closely related to
motivation and self-concept (Afflerbach, 2012).
– I was happy to find the assessment showed students
possess happy, positive feelings toward reading

5. Literate Environment Analysis
Selecting Texts
• Comprehension and writing abilities are
strengthened by reading a variety of genres and
organizational patterns (Tompkins, 2010).
– It is important we teach using materials that will
adequately prepare students for present and future
life experiences. Variety used during instruction
included narrative, information, and electronic.
– Readability, text length, structure, font size, and
amount of visual supports are important factors to
consider when analyzing text (Laureate Education,
n.d.b) and were taken into consideration during text
selection.

6. Literate Environment Analysis
Interactive Perspective
• Learning to use and apply strategies are
important skills to practice when learning to read.
– Effective instruction and support were critical to
students becoming more successful readers, writers,
and thinkers (Laureate Education, n.d.c).
– Some strategies practiced included activating prior
knowledge, predicting, finding familiar spelling
patterns, blending sounds, sketch to stretch, making
connections, and summarizing.
• Strategic reading was modeled, practiced by the group, and
practiced independently. Rereading allowed students to
deepen thinking and comprehension (Tompkins, 2010).

7. Literate Environment Analysis
Critical and Response Perspectives
• Getting to know text through analysis is
important to reading development (Laureate
Education n.d.d).
– Students discovered varying organizational patterns
used in text and had many opportunities to consider
authors’ differing perspectives and purposes for
writing.
• Reading and writing are essential elements of
language (Laureate Education, n.d.e).
– Children’s responses to reading were shared verbally
and by incorporating writing.

8. Literate Environment Analysis
Conclusion
• A welcoming, positive, and respectful learning environment encouraged
involvement and a growing love for reading & writing.
• Phonemic awareness, phonics, fluency, vocabulary, comprehension, writing, and
attitude/feelings toward reading are literacy elements to evaluate to ensure we
are providing the best possible and all inclusive instruction.
– Evaluation results guided instructional design and proved students are
progressing, growing, and developing.
• Fully developing literacy requires time and practice. Children need to be engaged
in many meaningful literacy experiences daily.
– Children were successful as they worked through engaging activities and
discussions during and following reading a variety of texts from a variety of
genres.
– Students gained valuable practice using a multitude of strategies. These
strategic readers continued to gain confidence and seamlessly grow and
develop.

9. References
Afflerbach, P. (2012). Understanding and using reading assessment, K – 12 (2nd edition).
Newark: International Reading Association.
Laureate Education Inc. (Producer). (n.d.a). Changes in literacy education [video webcast]. Retrieved from
https://class.waldenu.edu
Laureate Education Inc. (Producer). (n.d.b). Informational texts in the early years [video webcast]. Retrieved from
https://class.waldenu.edu
Laureate Education Inc. (Producer). (n.d.c). Interactive perspective: strategic processing [video webcast]. Retrieved from
https://class.waldenu.edu
Laureate Education Inc. (Producer). (n.d.d). Perspectives on Literacy Learning [video webcast]. Retrieved from
https://class.waldenu.edu
Laureate Education Inc. (Producer). (n.d.e). Response perspective: Reading-writing connection [video webcast].
Retrieved from https://class.waldenu.edu
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.