JOURNAL: EARLY LITERACY-BASIC TERMS 2

Journal: Early Literacy-Basic Terms

I am excited about learning new concepts and terminologies. As Julia states in chapter
two of the coursebook, “I don’t think students need to know all this special vocabulary, but I
think I should” (Rasinski & Padak, 2013). The vocabulary appears complex and complicated to
master. Even then, I am ready to learn about the new concepts and terminologies, as well as their
application. Learning all these new concepts will help me engage in intellectual discussions with
my colleagues, and this is a good thing. It will also enable me to explain concepts n class to my
learners. Although I do not intend to teach them these jargons, having a basic foundation will
allow me to give informed and correct responses if students ask.
Chapter two has presented me with approximately forty percent of new concepts. The
explanation given in this chapter is vital for my learning in this class. There are concepts that I
have encountered for my first time in this chapter, in case I encounter them anywhere else in this
class, I will be in a position to understand their usage and application. Chapter two is
instrumental in my understanding of other sections in this class. It has laid a foundation that I
will build other concepts on, and thus enhance my knowledge. Besides, “any discussion issues
related to phonics, word recognition, reading fluency, and reading instruction needs to begin with
an understanding of the basic concepts and terminology that frame these skills and issues”
(Rasinski & Padak, 2013). Thus, I am confident that I will understand this class because I have a
foundation of the concepts and terminology that is related to further instruction later on in the
coming weeks.

JOURNAL: EARLY LITERACY-BASIC TERMS 3

References

Rasinski, T. & Padak, N.D. (2013). From phonics to fluency: Effective teaching of decoding and
reading fluency in the elementary school. NJ: Pearson.