Statement

        To teach reading within the classroom, it is first necessary to determine the knowledge base and ability level of each individual student through the assessment of their reading capability (DECD, 2012; Ortlib & Cheek, 2012). Assessment of student reading ability can be performed via a range of different assessment tools, such as informal reading inventories (IRIs), running records, observations, miscue analysis, anecdotal records, and conferences (DeVries, 2011; Reutzel & Cooter, 2011; Tompkins, Campbell and Green, 2012). From analysis of such assessments, it is then possible to develop differentiated learning programs tailored for each individual students’ needs – “the most important single factor influencing learning is what the learner already knows. Ascertain this and teach him (sic) accordingly” (DECD, 2012, p.2). Additionally, ACARA (2013) states that the Australian Curriculum can be used to determine students’ current learning and achievement levels and as a result, teachers can create individualised programs to differentiate their teaching and assessing of reading to enable all students to develop and improve their knowledges, understandings and skills. Tompkins et al. (2012) agree “assessment and monitoring are central to understanding each child and the learning needs of each child” (p.65).

        With such an importance being placed on the assessment of students’ reading abilities in order to monitor and extend student learning within the classroom, teachers are therefore required to implement authentic and challenging learning experiences to foster this development (Minskoff, 2005; Ortlib & Cheek, 2012). The strategies and approaches outlined and embedded within The Literacy CAFE provide teachers with a simple and effective program to teach and assess reading within the classroom context (Boushey & Moser, 2009). The Literacy CAFE promotes the development of students’ comprehension (C), accuracy (A), fluency (F), and expansion of vocabulary (E); and through the effective implementation of this program within the classroom, it would be plausible to assess students’ reading abilities and levels, implement interventions to assist in the development and improvement of various skills as needed, and to easily monitor progress (Boushey & Moser, 2009; DeVries, 2011; Minskoff, 2005).

        Through the effective implementation of The Literacy CAFE within the classroom, students become actively engaged with challenging and intellectually stimulating reading experiences that promotes the development of their reading abilities (Boushey & Moser, 2009). As such, The Literacy CAFE encourages students to develop their reading abilities at their own pace, through individualised programs for each student within the classroom. These are aimed at an instructional level of reading (that at which the text is read at 90% to 94% accuracy) rather than at an independent level (accuracy level of 95% or above) or a frustrational level (accuracy level of 89% or below) in order for students’ growth in reading abilities to occur (Provost, Lambert & Babkie, 2010; Tompkins et al., 2012). In action within the classroom, The Literacy CAFE may look different for different teachers (Boushey & Moser, 2009). The principle reason for this is due to the individualised nature of the program, which is tailored for each individual students’ reading needs and enhancement in addition to each teacher adapting The Literacy CAFE to suit their particular teaching style (Boushey & Moser, 2009).

        The implementation of The Literacy CAFE within the classroom would occur through the designation of specified Literacy CAFE lessons, through which students would engage in an explicit, whole class lesson that would teach a reading concept or strategy to focus on throughout the week (Boushey & Moser, 2009). Through this learning experience, a range of approaches could be undertaken such as whole class or group reading where the teacher focuses questioning towards the development of the particular reading concept or strategy (Boushey & Moser, 2009). After the lesson explicitly teaching this concept or strategy, students would be provided with the opportunity to segregate and participate in partner reading or silent reading to practise the concept or strategy taught within the lesson (Boushey & Moser, 2009). Through this scaffolded lesson, students are able to learn various techniques to assist in the development of their reading knowledge and skills.

        As well, other specified Literacy CAFE lessons would focus on individual ‘silent’ reading where the students would read individually whilst the teacher ‘conferences’ with different students throughout the lesson (Boushey & Moser, 2009). The ‘conferences’ provide the teacher with the opportunity to listen to the students as they read aloud and assess the students’ reading abilities (Boushey & Moser, 2009). After students have read enough text for the teacher to make a judgement about the students’ reading abilities, the teacher would discuss the students’ strengths and weaknesses with them (Boushey & Moser, 2009). As a result, the teacher would provide students with a particular strategy to focus on in their individual reading time, e.g. a strategy in one of the areas of comprehension, accuracy, fluency or expanding vocabulary, in order for the student to focus on developing their reading abilities (Boushey & Moser, 2009). All of the practical strategies work concurrently to aid with students’ developing reading abilities and skills in the focus areas of comprehension, accuracy, fluency and expanding vocabulary (Boushey & Moser, 2009).

        By using The Literacy CAFE Program for the assessment of students’ reading abilities and skills, it is possible to determine the needs for each individual student (DeVries, 2011; Minskoff, 2005; Ortlib & Cheek, 2012; Reutzel & Cooter, 2011). From this assessment, an individualised program is then created for each student in order to target the needs and requirements of each of these individual students’ reading needs (Boushey & Moser, 2009; DeVries, 2011; Minskoff, 2005). The principles of The Literacy CAFE Program allow the ‘Learning by Design’ pedagogy to be implemented easily within the classroom, as teachers are able to choose the different ‘knowledge processes’ (e.g. experiencing the known and the new; conceptualising by naming and with theory; analysing functionally and critically; applying appropriately and creatively) to embed and underlie their reading program (Boushey & Moser, 2009; Kalantzis & Cope, 2013). In this way, each learning experience within the classroom can be implemented to strengthen the development of each student’s reading knowledges and skills (DeVries, 2011; Minskoff, 2005). In addition, the Literacy CAFE program utilises all four resources of the Four Resources Model, particularly that of ‘Code Breaker’ and ‘Meaning Maker’ through the use of the various teaching strategies, e.g. with regard to comprehension and expanding vocabulary (DETE, 2004).

        Assessment of reading within the classroom is of paramount importance as without the necessary knowledges and skills required to effectively and efficiently read texts, learning in all areas of the curriculum is therefore hindered (DeVries, 2011; Ortlib & Cheek, 2012). Fundamentally assessment occurs through the use of a variety of assessment tools and practices which then enables the deficiencies of each student to be recognised and documented (DeVries, 2011; Ortlib & Cheek, 2012; Tompkins et al., 2012). After assessment of students is complete, individualised interventions can be planned and implemented which can involve discussions with the students themselves (Boushey & Moser, 2009; DeVries, 2011; Minskoff, 2005; Ortlib & Cheek, 2012; Reutzel & Cooter, 2011). In classrooms today, which can be extremely diverse in nature, the assessment and intervention of student learning is of the utmost importance (Orlib & Cheek, 2012). Once assessment has taken place and interventions established, it is essential to implement regular monitoring and ‘conferencing’ with students to determine that progress is occurring (Boushey & Moser, 2009; DeVries, 2011; Minskoff, 2005; Reutzel & Cooter, 2011). Through the process of assessing, preparation of interventions, and monitoring, each student is given every opportunity to develop the knowledges and skills necessary to become a proficient reader (DeVries, 2011; Minskoff, 2005; Reutzel & Cooter, 2011).