Characteristics+of+Effective+Literacy+Practice

On this page you will find resources that relate to the **SLP Principles and Guidelines (Characteristics) of effective literacy instruction.**

The previously known '12 Characteristics of Effective Literacy Practice' have been reconfigured by the SLP National Co-ordinators, the Woolfe Fisher Research Centre as '3 Principles and 11 Guidelines'.

Principles and Guidelines for Effective Adolescent Literacy Instruction** The term //instruction// refers to any activity intended to foster learning. || //(NB. Previously these were classified as 12 Characteristics – now reconfigured into 11 Guidelines by the National Co-ordinators – Woolfe Fisher Reseach Centre)// || written text. structures). knowledge.
 * = **Secondary Literacy Project:
 * = **Principles of Effective Literacy Instruction** ||
 * **Principle One:** Effective teachers have developed expertise.
 * Principle Two:** Effective instructional decisions need to be based on quality evidence and ongoing inquiry.
 * Principle Three:** Effective instruction provides a set of optimal conditions for content-area literacy learning. These optimal conditions are described in the guidelines below. ||
 * = **Guidelines (Characteristics) for Effective Literacy Instruction**
 * = **Guidelines (Characteristics) for Effective Literacy Instruction**
 * **Guideline 1**: Instruction provides students with extensive opportunities to engage with a wide range of appropriately challenging
 * Guideline 2**: Instruction is differentiated to address individual literacy needs, interests & experiences.
 * Guideline 3**: Effective literacy instruction clarifies and shares literacy learning intentions and criteria for success.
 * Guideline 4**: Instruction provides students with specific feedback about the literacy aspect(s) of their learning.
 * Guideline 5**: Instruction supports students to make effective use of how texts are organised (e.g. headings, different paragraph
 * Guideline 6**: Instruction develops students’ skills to make links to prior knowledge and/or build necessary background
 * Guideline 7**: Instruction develops students’ vocabulary and vocabulary-solving skills.
 * Guideline 8**: Instruction develops students’ skills to employ key comprehension strategies.
 * Guideline 9**: Instruction develops students’ skills to flexibly use and integrate written, oral, and visualmodes.
 * Guideline 10**: Instruction develops students’ skills in both receptive and productive language use.
 * Guideline 11**: Instruction develops students’ skills to engage with text beyond a literal/factual level. ||  ||

12 Characteristics** ||= **Reconfigured as; 11 Guidelines** || background knowledge || **Guideline 6**: Instruction develops students’ skills to make links to prior knowledge and/or build necessary background knowledge. || specialized academic, general academic) || **Guideline 7**: Instruction develops students’ vocabulary and vocabulary-solving skills. ||
 * ~ **Comparison between Characteristics and Guidelines** ||
 * = **Previously;
 * = **Foundation Characteristics** ||= **Foundation Guidelines** ||
 * 1. develop students’ understanding of purpose/success criteria/learning outcomes for language aspect(s) || **Guideline 3**: Effective literacy instruction clarifies and shares literacy learning intentions and criteria for success. ||
 * 2. engage students’ regularly with appropriately challenging written content- area texts || **Guideline 1**: Instruction provides students with extensive opportunities to engage with a wide range of appropriately challenging written text. ||
 * 3. develop students’ skills to make effective use of how texts are organized (e.g. headings || **Guideline 5**: Instruction supports students to make effective use of how texts are organised (e.g. headings, different paragraph structures). ||
 * 4. develop students’ skills to make links to prior knowledge and/or build necessary
 * 5. develop students’ vocabulary and vocabulary -solving skills (high frequency,
 * 6. develop students’ skills in both receptive and productive language use || **Guideline 10**: Instruction develops students’ skills in both receptive and productive language use. ||
 * =  **Advanced Characteristics** ||=  **Advanced Guidelines** ||
 * 1. are tailored to address content-area literacy needs identified through analysis of student evidence /data || //NB. This is now a Principle of effective Literacy Instruction// ||
 * 2. are differentiated to meet individual literacy needs, interests and experiences || **Guideline 2**: Instruction is differentiated to address individual literacy needs, interests & experiences. ||
 * 3. provide specific feedback about language aspect(s)of content-area || **Guideline 4**: Instruction provides students with specific feedback about the literacy aspect(s) of their learning. ||
 * 4. develop students’ skills to locate, evaluate, analyse, and summarise information || **Guideline 8**: Instruction develops students’ skills to employ key comprehension strategies. ||
 * 5. develop students’ skills to flexibly use and integrate written, oral, and visual modes || **Guideline 9**: Instruction develops students’ skills to flexibly use and integrate written, oral, and visual modes. ||
 * 6. develop students’ skills to engage with text beyond a literal/factual level || **Guideline 11**: Instruction develops students’ skills to engage with text beyond a literal/factual level. ||
 * [[file:SLP Principles and Guidelines for effective adolescent literacy instruction.doc]]
 * [[file:SLP Principles and Guidelines for effective adolescent literacy instruction.doc]]



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