Litearcy Research Summary

Literacy Research Summary
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Literacy Research Summary
Abstract
The paper assesses information from different articles that support the area of literacy with strategies to promote enhanced reading and writing skills in poverty homes and schools. The literacy program at Graceville Elementary School is part of the evaluation. To develop information, I will have to consult from researched based articles. The different authors who have written the articles are professionals who have done adequate research on literacy through experiments and interviews. The information provided is, therefore valid and will assist in developing strategies to enhance the weakness of the literacy program at Graceville Elementary as described in Module I analysis, ‘An Overview of Graceville Elementary School’s Literacy Program: Pros, Cons, and Suggestive Changes’.
Based on Module I, the SACS committee has developed communication tools which comprise of the classroom and school newspapers or invitations. However, many parents fail to attend meetings held at the school due to various commitments like caring for the young ones. But the schools provide these services which make it an invalid reason as to why they fail to attend. There have to be better strategies to improve literacy levels in schools and poor households.

Literacy Research Summary
Article 1: Wearmouth, J. (2004). Issues in addressing children’s difficulties in literacy development through family-school partnerships.

 Curriculum Journal, 15(1), 5-17.
According to article one, numerous students face challenges in learning, especially the ones whose education requirements remain unrecognized due to lack of specialized resourcing. Those who have dedicated resources do not experience any difficulties because their parents or guardians have the potential to enhance in-home learning. This factor acts as an essential source for additional sustenance which encourages literacy acquisition. Embedded in different households and institution partnership, arrangements operate as presuppositions on the right and ability of guardians or families. These diverse cultures and backgrounds provide support for the expansion of reading proficiency among offspring. These suppositions aid in alienating or else encompass individual parents or guardians with kids.
In the classroom, teachers make use of cooperative learning which enhances academic achievement and student learning (Klingner and Vaughn, 1998). Students also achieve more on oral communication and social skills because of these activities. The author has expressed these strategies as the best in acquiring maximum participation of students in classrooms, within communitities, and ultimately aiding in the development of literacy development.
The article is essential because of the need for literacy in the learning institution. The paper outlines the fundamental essence of elementary schools identifying these issues. According to Wearmouth (2004), the school administration can negotiate for effective school-home programs which are capable of harnessing all present resources. These resources can solve the difficulties in the development of literacy among children. The paper has advocated for various strategies such as small group instruction.
Article 1: Article one presents various issues on cultural and background differences as the main reasons behind the challenges students face (Wearmouth, 2004). By presenting these resource-related challenges students face, the teacher behind the creation of the school-wide literacy class will factor in instructional strategies aimed at accommodating some of these challenges and finding a solution to them. The plan will, therefore, target all the students irrespective of the different challenges they face.
Article 2: Newman, L., Staples, K., & Woodrow, C. (2016). Recognition of family engagement in young children’s literacy learning. Australasian Journal Of Early Childhood, 41(1), 73-81.
The article challenges faulty assumptions about marginalized communities and needy families who are presumed to deliver insufficient knowledge and philological involvements for their kids. The paper presents information which demonstrates how families with low capital understand the essence of education in early years. A strategy, like the building of strong partnerships between communities and relevant stakeholders, such as schools can assist in creating a better learning environment (Project CRISS, 2018). The article also shows that underutilization of literacy knowledge partnerships by teachers who work with socially excluded or needy families leads to increased illiteracy in the community. Another strategy developed by Newman, Staples, and Woodrow (2016) is the increased recognition of children development on literacy. Their participation in community and family activities may enhance the basis for essential family and educator relationship. However, the practical relationship between families and educators requires teachers to listen to family views especially when it comes to their social status.
The educator should see the importance of their knowledge and observe the family conditions and social context. Parents who have a learning experience and the necessary resources, help the educators in teaching the community. The article addresses the need to educate the needy families and the socially excluded to improve literacy levels in the country. Newman, Staples, and Woodrow (2016) demonstrate that educators can use an extended framework to enhance the relationship between families and educators to achieve better literacy results for children.
Article 2: The article is an informative one especially to the educators on the need to incorporate the families and the communities of the students into the school program. Most families and communities today recognize the essence of education for their children thus they need to be given an opportunity in literacy acquisition for their kids through being incorporated into the lesson plan (Newman, Staples, & Woodrow, 2016). Therefore, when educators come up with the literacy lesson plan, family conditions and social context should be given attention since literacy acquisition has a link to the social life of the students.
Article 3: Dickinson, D. K., & McCabe, A. (2011). Bringing It All Together: The Multiple Origins, Skills, and Environmental
According to article three, research resulting from an education background has led to developing the relationship between different fields which were previously isolated and existed independently. The paper investigates on how environmental factors constitutes the emergence of literacy. Some strategies such as the possible converging of school-community efforts helped in the release of a combined situations and statements on primary literacy by the government. Research by different professionals has assisted in answering various questions, hence increasing the understanding of scholarship. The article discussed the importance of, paying attention to the mother language and how it can help in developing initial literacy skills amongst youngsters. Dickinson and McCabe (2011), state that classroom and home activities act as essential places for development of childhood literacy. Educators and researchers should attend to these settings if they need to support and understand the success of educating children effectively. The schools should come up with a plan on how to connect learners with those who have succeeded after learning. One strategy that would assist in connecting learners with learners is allowing older students to work with (read with) younger students. Another strategy, is using community members as mentors to students. Having a designated mentor, that reads with and works with poverty students, leads to increased literacy development. Ultimately, successful people give the community and children the benefit of learning and thus leading to the eradication of poverty.
In this article, Dickinson and McCabe (2011) have explained the importance of understanding the social background and the culture of different children. The authors have also shown that teachers should respect the mother language of kids when teaching them. Such factors help in the improvement of the relationship between teachers and parents. They will understand that a literate child has better participation in the community because of increased understanding of the world through education. The lack of uniformity between the language used in schools and at home may lead to children acquiring fewer skills on the chosen language skills. Learning of different behaviors and rules assist students to adapt well to various environments.
Other strategies that can aid in the development of literacy, as described by the above article include, the importance of activating and enhancing independent prior knowledge. Accordingly, knowledge shared from mentors will help aid in literacy development.
Article 3: The article informs of the need and the importance of all literacy related fields being brought together and work together to enhance the literacy acquisition of the students better. The article offers support to what the researcher has found about the home mother language as being the origin where literacy skills are initially acquired before schools (Dickinson, & McCabe, 2011). Therefore, there should be an interconnection between home and community environment with that of the school for literacy acquisition of literacy. Thus, when planning educators should consider the interrelationship of the primary skills acquired at home and what the student acquire at school
Article 4: Crompton, J. L. (2014). The Disappearing Youth Discount: Does It Matter? Parks & Recreation, 49(8), 73-74.
As described in the article, within some countries, most of the young people have low economic status. They live in households with incomes more severe than the federal deficiency level. They depend on their families for support and government schemes, such as welfare and education. Because of these weak economic conditions children often reflect lack of proper support from the government and families. Some of the children come from single families with only one parent who takes little responsibility to care for them (Crompton, 2014).
The article educates us on the importance of teaching young children so that they can develop a better future. The studies show that children should have necessary numerical, writing and reading literacy (Crompton, 2014). Many think that illiteracy results to rise of deviant behaviors which in turn cause higher costs to the government and the community. The collaboration between parents, teachers and the government is therefore essential to give children a better basis for their literacy development. They should not place more emphasis on the elderly and leave the children out.
Article 4: The fourth article is a reflection on how the economic status of young people especially those from low-income families and single parent families inhibit their literacy acquisition (Crompton, 2014).. Through the information, educators planning for the literacy lesson should give priority to such groups so that they realize numerical, reading and writing literacy is a way out of the hard economic situation.
Article 5: COLLINS, N. (2014). Organization tackles literacy issues in the Mohawk Valley. Business Journal (Central New York), 28(31), 7.
According to article five, some places like Oneida and Herkimer suffer from low literacy levels because most people from the country do not go to schools. Such a case limits the chances for future prosperity and growth of the countries as stated by the literacy alliance from the nations (Collins, 2014). Most of the adults from these places lack primary education skills, and do not know how to read or understand any written material. The government developed a program to educate people on the importance of teaching the society. The coalition educated people, who would go back to the community and inform parents on the importance of taking children to schools to increase the literacy levels. The study showed, schools should intervene and monitor the progress of students who come from poor backgrounds (Vargas, 2010). The schools should equally forge relationships from low-income backgrounds to take their kids to school with a promise to give them support (motivation).
The article shows that the society needs to educate children so that they can read and understand the contents of any written text (Collins, 2014). Through this, Oneida and Herkimer countries might have a chance to grow and prosper in the coming years. The government will have to develop other strategies to improve the learning environment by employing more teachers in areas most affected. The government may use locals to educate their fellow communities on the essence of teaching children. The government also provides funds to encourage those without money to go to schools.
Article 5: The fifth article explains of the high illiteracy in places like Oneida and Herkimer where people, the old and young do not go to school (Collins, 2014). Through this information, the educators developing the literacy plan make it more appealing to the students from such places that they are carefully and progressively monitored even as they attend to their studies. The plan needs to be supportive enough especially to those students from low- income communities. With such measures in place, these students will know how to read and write thus literacy acquisition.

References
COLLINS, N. (2014). Organization tackles literacy issues in the Mohawk Valley. Business Journal (Central New York), 28(31), 7.
Crompton, J. L. (2014). The Disappearing Youth Discount: Does It Matter?. Parks & Recreation, 49(8), 73-74.
Dickinson, D. K., & McCabe, A. (2011). Bringing It All Together: The Multiple Origins, Skills, and Environmental Supports of Early Literacy. Learning Disabilities Research & Practice (Wiley-Blackwell), 16(4), 186.
Http://ljournal.ru/wp-content/uploads/2017/03/a-2017-023.pdf. (2017). doi:10.18411/a-2017-023
Klingner, J. K., & Vaughn, S. (1998). Using Collaborative Strategic Reading. TEACHING Exceptional Children, 30(6), 32-37. doi:10.1177/004005999803000607
Newman, L., Staples, K., & Woodrow, C. (2016). Recognition of family engagement in young children’s literacy learning. Australasian Journal Of Early Childhood, 41(1), 73-81.
Project Criss. (2018). Creating Independence through Student-owned Strategies: Empower lifelong learning.  Retrieved on 29th January 2018 from http://www.projectcriss.com/for_studentsVargas, S. (2010, August 19). CRISS Strategies. Retrieved January 29, 2018, from https://prezi.com/kyv7ztxjhyv0/criss-strategies/Wearmouth, J. (2004). Issues in addressing children’s difficulties in literacy development through family-school partnerships. Curriculum Journal, 15(1), 5-17.