Innovative Solutions for Universal Literacy
The
Language-Literacy Project
There is an urgent need for an innovative solution to the pervasive problem of universal literacy – a solution that both enriches and simplifies developmental instruction. We believe one is hidden in plain sight: a language-literacy network approach.
Hello!
We are a growing group of Balanced Literacy, Science of Reading, and those who hold overarching positions about reading instruction. We believe that a new approach to literacy learning has been hidden in plain sight that offers the potential to supersede – not replace – existing methods. This approach begins with a simple premise: literacy and language are inseparable, with a well-defined set of spoken language abilities largely determining reading success. This is an integrated, multicomponent approach incorporating the four major components of spoken language and their connections to written language. This approach, spelled out below, is derived from the convergent findings of over a dozen respected and reliable researchers link. In fact, this approach is one of the most broadly supported concepts in all of literacy research. Our hope is that researchers and educators will agree to work towards the ten principles that define integrated, language-literacy instruction as a means of advancing reading practices. We are not asking that educators abandon existing practices, just to work to continually improve – and simplify – instruction. Below are two draft letters, one for educators and one for researchers and consultants. We are looking for feedback, and if warranted at a future time, your endorsement. Please know that this initiative is evolving as we listen to more voices like yours. Sign up below to receive updates. If you would like to provide input or become an advocate please contact Bruce Howlett, Language-Literacy Initiative Facilitator, at b7howlett@gmail.com.
Thank you for your time and attention.
Network Approach
A network approach begins with a single foundational premise: literacy and language development are inseparable. The network itself consists of a set of interconnected language and metalinguistic (interactive language) abilities that shape reading growth, vocabulary and spelling knowledge, automatic word recognition, fluency, and sentence construction and comprehension.
A well-integrated language-literacy network involves over 100 language processing areas of the brain. Children with well-developed networks not only become proficient readers at an early age but often develop extensive literacy abilities with equal ease. A network approach aspires to develop the robust spoken network that almost all students have to the greater level needed to support written language.
A well-integrated language-literacy network involves over 100 language processing areas of the brain. Children with well-developed networks not only become proficient readers at an early age but often develop extensive literacy abilities with equal ease. A network approach aspires to develop the robust spoken network that almost all students have to the greater level needed to support written language.
LANGUAGE-LITERACY
A well-integrated language-literacy network involves over 100 language processing areas of the brain. Children with well-developed networks not only become proficient readers at an early age but often develop extensive literacy abilities with equal ease. A network approach aspires to develop the robust spoken network that almost all students have to the greater level needed to support written language.
NETWORK INSTRUCTION
Language-literacy network instruction focuses on the four major components of spoken language and how they are expressed in written language, abbreviated POMSS. This starts with unified development of three vital subcomponents of words: P phonology, O orthography, and M morphology. Together, these language abilities form an inseparable triad that produces S semantically meaningful words. These words can then be combined into compound words, synonyms, phrases, figurative language, and words with multiple meanings. This network further expands S syntactically through play with word choice and order, and sentence structure. This language-literacy model is based on convergent findings of twelve widely respected literacy scholars and their colleagues, including Nell Duke, Linnea Ehri, Mark Seidenberg, and Charles Perfetti (see appendix). It is best represented by Jan Wasowicz’ The Language Literacy Network model and extended by Duke and Kelly Cartwright’s Active View of Reading. Across this scholarship run five themes:
POMSS
• POMSS are interrelated components that reinforce each other, best developed in an integrated manner.
• Integration further simplifies teaching by incorporating decoding, spelling, and vocabulary instruction.
• The meta aspects of language - awareness, analysis, reflection, and manipulation - are equally critical.
• Rich networks should be continually and systematically developed throughout formal education.
• Decoding and text reading instruction are necessary but insufficient factors in network development.
linguistic LegO BLOCKS
Developing rich networks is more than an essential academic task, however. It is also an endlessly engaging word game. Words, their parts, and endless combinations form a giant linguistic Lego™ set. As neuroscientist D.J. Bolger states, the most important fact that teachers of reading must understand is that “words are like Legos, they are made from parts or pieces that you can plug and play with to make different things...Playing with words is fun – the language that they are constructing is an amazing thing.”
This approach gives equal attention to older students as it does to beginning readers. By eight years of age, readers must make three reading shifts, transitioning from decoding to sight word recognition, shifting to decipher unfamiliar multisyllabic words which requires expanded vocabulary knowledge. Three to seven words per hundred in text become novel and 65 percent of these words are multisyllabic and/or polymorphemic. Those who struggle with these transitions often have their literacy progress dampened well into secondary school.
JOIN US
This model is aspirational, open to continual improvement and interpretation, and, as such, we are reaching out to request your feedback on our work thus far. Our goal is to hand new and struggling teachers a simple, unified approach to literacy development so that they and their students will experience much-needed success during their first year together. With a firm foundation in place, educators will have time for deeper language-literacy activities, including knowledge-building, comprehension and enjoyment. Below, we have listed in draft form ten principles that form the foundation of a language-literacy network development and welcome your divergent opinions, criticism, and, if warranted, your endorsement. We hope to unite proponents of Balanced Literacy, Science of Reading, and those who hold overarching perspectives so to raise the level of discourse and redirect time and energy towards more productive goals.
If you are interested in supporting, criticizing, or influencing this project please contact Bruce Howlett at b7howlett.com as well as the influential educator who sent you this email.
Thank you – sincerely!
