This is supported by the opportunities provided for the child to interact with an adult in the resources provided. Research suggests that teachers who engage children in rich language interactions and content-rich, intentional instruction boost the skills related to later reading achievement (Wasik, Bond & Hindman, 2006). Thus, through the meaningful and ample amounts of literacy activities provided, children are able to develop listening, speaking, reading, and writing skills that enable them to be effective communicators despite their needs (MOE, 2013), 

Research supports that children who participate in conversations often have a good impact on language development, particularly vocabulary development, according to research. (Ruston & Schwanenflugel, 2010). Through conversing with children during mealtime we are able to expose children to a variety of words such as, ‘green’, ‘fresh’, ‘crunchy’, ‘smooth’, and ‘buttery’. Questions such as “describe the food you are eating” or “talk about the textures, flavors, and temperatures of the foods on the table” can be encouraged during mealtime. Thus, the quality of conversation between children and their peers, as well as between children and their teachers, is critical to language and literacy development (Morrow, 2005).

 

This activity during transit benefits children greatly, in terms of, exposing them to a vast vocabulary, targeting speech sounds, and visual literacy (MilestoneTherapy, 2021). As the children are viewing what is around them, listening for verbal instructions, and conversing on what they have found. 

This activity is commonly used for vocabulary mastery. Moreover, introducing a new word by showing the real object often helps learners to memorize the word through visualization (Humairah, 2019). Hence, this activity promotes children to be effective communicators (Department of Training [DET], 2009) – Outcome 5. 

 

Level 3: For the more advanced visually illiterate individuals, we can introduce Road Signs and Logos

Information and Communication Technologies (ICTs) can be used to improve children's literacy learning in traditional ways such as oral language, phonological awareness, and letter-sound knowledge (Fellowes & Oakley, 2014, p. 556).

 
Furthermore, Fellowes and Oakley (2014), reviews that such media aids in their listening, interacting, and speaking element through the elaboration of the experience, retelling, and eliciting the oral story (p. 564). Hence, children are provided more opportunities to practice talking which allows children to learn and exhibit language abilities while also allowing teachers to assess student vocabulary, syntactic skills, and understanding (Greenfader & Brouillette, 2013).

Songs introduce a new language to children and assist them in recognizing sounds and intonation patterns, which improves their phonological awareness (MOE, 2013). Through this game, it supports the development of children’s ability to listen with attention, to follow directions, and comprehend order and sequence (Fellowes & Oakley, 2014, p.115). Thus, demonstrating the actions of the song to children makes it easier for them to understand the words. This is a simple, yet engaging game as it provides children with a rich opportunity for vocabulary development.