Elementary reading instruction typically focuses on the process of reading, rather than on reading comprehension.  Because the emphasis suddenly switches from learning to read to reading to learn, students find themselves drastically unprepared to read the information-rich texts that usually accompany higher grades.  Reading tests scores can be helpful in indicating when a student is having significant trouble with reading or for charting individual progress, but in general are a poor measure of a child's literacy abilities. 

A point that I found interesting about literacy myths was that difficulty in one area of literacy does not indicate difficulty with all areas.  Also, I think the following quote is worthy of consideration... "many of the literacies of adolescents are largely invisible in the classroom. Research on reading and writing beyond the classroom shows that students often have literacy skills that are not made evident in the classroom unless teachers make special efforts to include them."  Extending the definition of literacy to include non-print, social and background knowledge allows educators to recognize the capabilities of all students.

The task of teaching students to read is not one that is assigned to only a Reading or English teacher.  Rather, it should be interwoven into all subject areas and teachers should instruct students on the proper way to read depending on the text or the purpose of the reading.  For example, in Social Studies, where the text books are often incredibly dense and hard to read at length, teachers should illustrate how to skim and scan the headings, look for bold face or italic words, and utilize the index and table of contents. 

My technological literacy, though limited, was almost entirely self-acquired.  When I was in high school we had a typing class, but the Internet was still fairly new and we were not instructed on its use or even how to use computer programs such as Excel.  Things have changed significantly in the 12 years since then and now as a [non-traditional]college student I utilize technology I had never even heard of at that time.  (Such as this blog...)

Examples of a literacy practice that children need to be taught are map reading, weather tracking, or using the Internet.  A discourse community, which will become increasingly prevalent and varied in a students life, is one that communicates in a preferred manner, therefore members use that mode of communication.  Examples of discourse communities include sports teams, internet forums, band or cheer leading squads, computer savvy people and so on. 

When a student feels as if the literacies they possess are not acknowledged or valued in the school setting, they are more likely to disconnect from that environment and struggle to succeed within it due to this sense of alienation.  Allowing and welcoming the many types of extra curricular literacies to be explored not only sparks and maintains student interest, but can be done in such a way so that it also incorporates academic literacy instruction while supporting an inclusive community within the classroom.

In the fifth grade I had a teacher that used real-life applications of writing (a school newspaper) to encourage and motivate the class.  I can remember her very well, and how passionate she was at helping each of us find the area we would be best in be it sports, humor, news, etc.   In my seventh grade homeroom was a deaf student.  He had an interpreter that went to each class with him who taught us how to sign the Pledge of Allegiance, say hello, and communicate very simple and basic thoughts with the student.  The interpreter also created a Sign Language club which many of the students from our homeroom joined where we learned how to fingerspell, sign a few songs, and hold a basic conversation.  This experience resonated with me and I went on to get an Associates degree in Sign Language Interpreting.  The effects of celebrating multicultural literacy development can be long lasting and life changing. 

Teachers who are successful at gaining the respect of their peers usually do so through their ability to respond to diversity within their classroom, practice effective classroom management, commit to furthering their own education, model appropriate values and behavior, and produce independent, capable thinkers.  

Sources:
Bolima, D. (n.d.). Context for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm 

The National Council of Teachers of English. (2007). Adolescent literacy. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf