When we think of “reading”, we often picture a child reading a book. But is that being “literate?”
Several years ago, I had an interesting experience. I met a teenage language learner who was eager to demonstrate her English skills. She proudly read — almost flawlessly — a section from Dr. Martin Luther King’s “I Have A Dream” speech. It was so well-read that I was flabbergasted by her linguistic proficiency.
When she was done (and after my generous compliments), I asked her for a glass of water. She stared at me blankly. She had no idea what I was saying.
After a little more probing, I realized she could read the words, but with no understanding whatsoever.
Since then, I’ve discovered this to be true of many emerging readers, not just multilingual learners, but also native-English speakers as well. First and second graders often surprise me when they read aloud with apparent fluency. But when asked to explain what they read, it’s not unusual to see blank faces.
So, what’s going on?
Literacy Is More Than “Reading”
Literacy is not a single skill but a network of interrelated abilities. True literacy goes beyond decoding words in a book or filling out worksheets. To become confident, capable communicators, children must learn to listen, speak, write, and read.
Here is a summary of each modality and how each fits into a well-rounded approach to literacy instruction:
LISTENING is the foundational skill
Traditional literacy instruction often prioritizes reading and writing at the expense of the foundational importance of listening. Yet, active listening contributes strongly to phonological awareness, an essential early skill for decoding words.
Listening also helps all learners — and especially MLLs — further develop a more intuitive grasp of both syntax and pronunciation.
Children who are exposed to rich oral language environments develop a more robust vocabulary and better mastery of grammatical structures. Therefore, listening to spoken language supports reading and writing development.
Listening also contributes to comprehension, making it easier for emerging readers to understand different texts as they progress toward reading fluency (Shanahan, 2023; Gough & Tunmer, 1986).
Why SPEAKING matters
When students (both MLLs and native-English speakers) discuss stories, ask questions, or retell events aloud, they are also learning to organize their thoughts, make inferences, and practice using more academic vocabulary.
The vocabulary learned from texts is often absent in normal conversation and therefore needs to be learned through literature.
Speaking activities, such as discussions and presentations, prompt learners to process and articulate their ideas, leading to deeper comprehension. In fact, speaking is so important, many researchers have concluded that oral language skills are strong predictors of reading comprehension, especially among pre-school children and multilingual learners (Snow, 2010).
WRITING is the key tool for comprehension
While writing is often viewed as a separate skill from reading, research supports the conclusion that writing directly enhances reading comprehension.
Why? Writing practice helps learners internalize new vocabulary and concepts acquired through reading and listening, which in turn deepens comprehension and critical thinking. When children write about what they read, they process the content more deeply.
The benefits of writing extend across all grade levels: students who write more, demonstrate improved recall and deeper understanding of content (Graham & Hebert 2011).
READING expands vocabulary and boosts critical thinking
ALL MODALITIES are interconnected
To be truly “literate” all modalities need development. It makes sense that strengthening one modality also strengthens the others. This interconnectedness suggests that an effective literacy program needs to incorporate all modalities — not reading alone — to maximize literacy and the subsequent learning outcomes.
Helpful strategies for multimodal instruction:
- Use multimedia resources (audiobooks, podcasts) to build listening skills and expose learners to diverse linguistic inputs;
- Incorporate read-aloud sessions followed by discussions to improve listening comprehension and speaking skills;
- Include writing reflections on texts to deepen reading comprehension and analytical thinking;
- Use paired reading and peer discussions to strengthen speaking and listening skills as well as recall.
By embracing a multimodal approach that includes listening, speaking, writing as well as reading, educators can foster deeper comprehension, stronger communication skills, and build a more enduring foundation in literacy that will serve all learners for the rest of their lives.
Cynthia Harrison Barbera
Cynthia Harrison Barbera is President and CEO, StoryWorld International. She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.
References:
Castles, Rastle, & Nation (2018); Duke & Pearson (2002); Fitzgerald & Shanahan (2000); Graham & Hebert (2011); Nagy & Anderson (1984); Scarborough (2001); Snow (2010); Stanovich (1986)