Posted: March 3rd, 2023

Research-Based Instructional Strategies for Teaching Literacy

Teachers across all grade bands and content areas must be skilled at incorporating research-based instructional strategies for teaching literacy to ensure that students are able to decode and comprehend both informational and narrative texts and demonstrate effective writing, speaking, and listening skills. Selecting appropriate strategies can help to ensure the diverse literacy needs of students are being met.

Using the topic Resources and your own research related to the Science of Reading (phonics, phonemic awareness, vocabulary, fluency, and comprehension) and the two strands of Scarborough’s Reading Rope (word recognition and language comprehension), and teaching writing, speaking, and listening skills, complete the “SPD-581 Research-Based Instructional Strategies for Teaching Literacy” template as directed.
Research-Based Instructional Strategies for Teaching Literacy
Phonics: Phonics is the ability to identify the sounds that letters and letter combinations make in written language. Research-based instructional strategies for teaching phonics include explicit and systematic phonics instruction, which involves teaching letter-sound correspondences in a specific sequence, and phonics games, which make learning phonics fun and engaging for students. Examples of effective phonics programs include the Orton-Gillingham approach and the Wilson Reading System.

Phonemic Awareness: Phonemic awareness is the ability to identify and manipulate individual sounds in spoken words. Research-based instructional strategies for teaching phonemic awareness include segmenting and blending sounds, rhyming, and phoneme deletion. These strategies can be taught through songs, games, and other interactive activities.

Vocabulary: Vocabulary is the knowledge of words and their meanings. Research-based instructional strategies for teaching vocabulary include explicit vocabulary instruction, which involves teaching the meanings of words directly, and indirect vocabulary instruction, which involves teaching vocabulary in context. Vocabulary can also be taught through read-alouds, word walls, and graphic organizers.

Fluency: Fluency is the ability to read with accuracy, speed, and expression. Research-based instructional strategies for teaching fluency include repeated reading, which involves reading a text multiple times to improve accuracy and speed, and timed readings, which provide students with opportunities to practice reading quickly and accurately.

Comprehension: Comprehension is the ability to understand and interpret written and spoken language. Research-based instructional strategies for teaching comprehension include explicit instruction in comprehension strategies, such as predicting, summarizing, and questioning, and modeling comprehension strategies through think-alouds. Comprehension can also be taught through close reading, which involves reading a text multiple times to gain a deeper understanding.

Writing: Writing is the ability to express thoughts and ideas through written language. Research-based instructional strategies for teaching writing include teaching the writing process, which involves planning, drafting, revising, editing, and publishing, and providing feedback on student writing through conferencing and peer review. Writing can also be taught through mentor texts, which provide students with models for writing in different genres.

Speaking and Listening: Speaking and listening skills are the ability to communicate effectively in oral language. Research-based instructional strategies for teaching speaking and listening skills include explicit instruction in speaking and listening skills, such as speaking clearly, listening actively, and participating in group discussions. These skills can also be taught through activities such as debates, speeches, and role-playing.

Incorporating research-based instructional strategies for teaching literacy can help ensure that students’ diverse literacy needs are being met. These strategies should align with the Science of Reading and Scarborough’s Reading Rope and should be tailored to the specific needs and interests of individual students.

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