The development of literacy is not a single event, but a continuum that begins when young children read a book or encounter a textual language in their environment. As students advance into higher grades, they should learn a variety of subjects through the reading and writing process. Thus, an integrated approach to teaching reading and writing skills with an emphasis on making meaning from the beginning of reading guidance helps students achieve their full academic potential, along with the use of literacy skills to improve their academic achievement.
Therefore, to help students improve their literacy skills, CALLA teachers should identify literacy needs by colleting background information about students and parents and understand what areas of literacy skills students are capable of performing well and how they can improve it through support. In addition to the usual demographic information, certain linguistic and educational information helps teachers determine the type of literacy students need. In addition, age, academic and personal interests of the students should be considered and appropriate materials
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The source of linguistic input used in view is the native language from the teacher, friends, or books. These language input sources allow English language learners to naturally learn words and expressions used by native speakers in various genres and contexts. Learners can pair with native speakers in classrooms and practice speaking and listening in a natural atmosphere. Errors that interfere with conversations are also corrected naturally when meaning is negotiated. Some errors may require explicit correction instructions. Also, Using CALLA learning sequences such as preparation, presentation, practice, self-assessment and expansion to teach reading and writing processes can also be a very effective teaching