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Getting to Know Beginning Literacy LearnersAryn RussellWalden University1
Getting to Know Beginning Literacy LearnersBeginning literacy learners are at a critical part of their literacy development. Beginning readers and writers are able to work more on their own than emergent readers and writers, but also need support to further develop their literacy skills. In this paper, I will discuss three different assessments that I used on a beginning literacy learner, their background information, and one researched-based practice that I find useful for this student as they move on from the beginning reader and writer stage.I worked with a beginning literacy learner from my school that is at the age of seven. I assessed MD on his beginning literacy skills. This beginning reader and writer is from a lower class family and lives with his mom, older brother, and three younger siblings. MD speaks a majority of Spanish and some English while at school and is a beginning reader and writer. Unlike some of the other students I work with, MD is a little bit behind the rest of the students and that is partly because he is an English Language Learner (ELL). He just recently became a beginning reader and writer, but works hard to be the best literacy learner that he can be. MD completed three assessments for the beginning reader and writer stage. The first assessment that I used was the non-cognitive assessment, the Flynt/Cooter Reading Attitude Survey for Elementary Grades (Reutzel & Cooter, 2016). I chose this non-cognitive assessment so that I could get a good understanding about how MD and other students felt about reading. As I asked MD the questions from the assessment, I noticed that he was hesitant on his feelings about reading (Appendix A). He was excited when he thought about finding books that he wants to read, but made a sad face when I asked how he felt about reading during the summer (Appendix A). MD definitely did not like the 2