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It is important to provide multiple contexts for students to engage in language practices that support their literacy development. In some teacher-led contexts, the teacher engages in explicit instruction, modeling, and scaffolding. In others, the teachers' role is as facilitator or participant (Au & Raphael, 1998). Some contexts involve students working in student-led groups, from dyads and project teams to book club discussion groups. Some require students to work independently. By means of students' interactions with their teachers, their thinking "goes public," and they have the opportunity to hear the language of literacy and learning. In these interactions learners use language to achieve collective and personal goals.  Literature has a critical role in reading instruction. A literature-based curriculum must take seriously instruction in the skills and strategies associated with literacy learning, as well as instruction in literary elements and opportunity for response to the literature being read. Taffy E. Raphael, Oakland University Susan Florio-Ruane, Michigan State University, MariAnne George, Rochester Community Schools, [|Center for Improvement of Early Reading Achievement].

BASIC LITERACY

EMERGING LITERACY

BALANCED LITERACY

COMPUTER LITERACY

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