Integration of Literacy and a Social/Emotional Learning Program: I Can Problem Solve (ICPS)

Integration of Literacy and a Social/Emotional Learning Program: I Can Problem Solve (ICPS)

Myrna B. Shure, PhD

Literacy is lots of things: reading, writing, listening, speaking. Before children can begin to understand what they read, they must already understand the language as it is spoken. Through oral language, students learn vocabulary, how to make inferences about what might happen next, understanding emotions, story comprehension, sensitivity to others’ points of view, drawing conclusions, understanding sequencing of events, and building thinking skills, including reasoning, cause and effect, and problem solving. These are all skills that can also be learned through oral language as early as the preschool years, skills that children will need to be good readers later, and skills that predict success in other areas of academic achievement.

I Can Problem Solve (ICPS) develops oral, and later written, language comprehension skills that are completely compatible with these literacy skills, which set the stage for acquisition of knowledge in school and later in life.

This article will describe ways that literacy and ICPS intersect as used in literature, in real life, and across the curriculum, including how the language of ICPS can help children develop skills in phonological awareness, listening and memory, and other areas important for learning.

Click here to view the complete article. (PDF, 102KB)


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