Reading Teacher

Working On Reading Vocabulary – How You Can Help

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As a reading teacher, you understand the difference between the terms “reading” and “literacy.”

Sometimes these terms are used incorrectly and interchangeably, when in fact there’s a wide gulf between them. Reading is a functional skill, while literacy is the application of that skill.

One can argue that literacy at home impacts the reading readiness of students arriving in your classrooms. For research that fully supports this argument, see Learning about literacy: Social factors and reading acquisition from the Canadian Language and Literacy Research Network.

In lower-income households, there are more challenges with fewer printed materials available for children. Likewise, household economic status also plays a role in vocabulary development, as it affects the variety of the vocabulary students see modeled. Yet there are steps worth taking to even the playing field.

What can you do to help?

1. Understand. Do your best to determine, through direct questions and anecdotal evidence, how your students are supported at home in their quest to learn to read.

2. Diversify. Encourage an understanding of different cultural approaches to literacy at home, by incorporating those learning styles in your classroom where possible.

3. Educate. Inform parents about their roles in modeling literacy, especially in building their children’s awareness of words. Let them know that play and story times present opportunities to support your work in the classroom, and they should be ready to help.

Yes, there is no question that it takes a village. The more you can do to understand and help influence students at school and at home, the more successful they will be.

Welcome to Reading Teacher Life, which applauds teachers who are improving literacy… every single day. Discover the most useful resources for current and aspiring educators here.

The Reading Teacher’s Plan Book Guided Reading for Advanced Weeks

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