Acquiring reading and writing skills is very important for children to develop literally. The process of acquiring the skills begins at a tender age of most of the children and it continues up to higher levels where the children have vocabulary development skills, fluency and comprehension skills. The development of these skills is dependent on the teaching methods and facilities used by teachers. These teaching methods and facilities, however, have to be approved to meet certain standards and regular examination of these facilities has to be conducted.
Reading and writing is the interaction between the reader and the text and is aimed at helping the learner understand what information is encoded in the text or express his/her thoughts. The methods used in schools to organize texts have thus to be assessed to ensure the learners are able to easily understand what is being portrayed and be able to write their thoughts. Some of the steps involved in examining these texts include; identifying the reader’s preferences and interest, where the text is assessed whether it contains unfamiliar and difficult-to-decode words and whether it is organized according to the learner’s interests that will make them understand easily. The next step involves assessment of contextual support where the text is examined whether it contains features such as pictures, figures and tables that help make the text less difficult to learners. The third step involves assessment of the text format which refers to how the text is presented in terms of its length, font size, spacing and margin size. The text should be examined against a large number of tables, figures and text formats that will distract the readers’ concentration on the topic. The last step involves identification of possible texts that should be used in instructional settings such as picture books, juvenile chapter books and texts written by students themselves (Medwell, Wray, Poulson, & Fox, 1998).
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Technology tools have many benefits in teaching application. In assessing the technology tools for use in literacy improvement, several steps are involved including; recognition of the level of complexity in integrating the technology in the field, understanding the ever-changing effect of computers, the internet and information technology on literacy of students and recognizing the advantages of laying suitable frameworks that will allow for effective integration. Developing a suitable framework will involve employing a pedagogical framework, asking the question of greater importance, setting working rules and guidelines, implementation of the strategies while integrating the technology and analysing the experiences and revisiting the strategies frequently (Diana et al., 2004).
The use of digital resources in schools has enhanced literacy development. To enhance quality digital resource in schools, it is advisable to first establish a vision statement in order to guide the digital content development in schools. Secondly, expertise personnel are required to lead in the establishment of quality assurance policy which will ensure high-quality digital material. Also, provision of guidance for a well-balanced quality assurance system for the digital content is required and a support education preparation program is necessary in order to train a workforce for assessing the quality of the digital material. Lastly, the government should provide sufficient financial resources for the establishment and sustainability of an effective system of quality assessment of digital materials (Young & Tech, 2003).
Some of the tactics that can be used to meet the needs of all students in the application of the text, technology, and digital resources include improving the teacher to student ratio and proper training of the teachers on the appropriate use of the technology and digital resources. Students who are slow learners should be monitored closely so that they can understand well what is in a text or how to use a certain technological or digital resources such as computers and eBooks. Teachers can determine the complexity of fiction and non-fiction text by considering language patterns and contextual support available in determining the relevance of the text. Assessing the potential value of technology and digital resources can be done by first assessing the technologies available to support literacy, the way they are currently being put to use and teachers’ preparedness in using them effectively. This will enlighten about areas of potential that needs to be reinforced or improved (Medwell et al., 1998).
In conclusion, application of the text, technology, and digital resources has made learning easier in schools. Care should be taken about types of these facilities that should be selected and employed so that learners can gain what they deserve.
References
Diana Sherman, Kirsten Peterson, & Glenn Kleiman. (2004). Technology and Teaching Children to Read | LD Topics | LD Online. Retrieved April 29, 2018, from http://www.ldonline.org/article/12684/
Medwell, J., Wray, D., Paulson, L., & Fox, R. (1998, October 23). Effective Teachers of Literacy. Retrieved April 29, 2018, from http://www.leeds.ac.uk/educol/documents/000000829.htm
Young, C. A., & Tech, V. (2003). Teaching the English Language Arts with Technology: A Critical Approach and Pedagogical Framework – CITE Journal. Retrieved April 29, 2018, from http://www.citejournal.org/volume-4/issue-1-04/english-language-arts/teaching-the-english-language-arts-with-technology-a-critical-approach-and-pedagogical-framework
