In school, teachers are responsible for ensuring students have captured the right and adequate syllabus content necessary to succeed in the standardized test. Apart from the general classwork, tutors usually expose learners to different learning techniques which prepare them to handle any given set of exams. Furthermore, educators assist students in reviewing most of their already covered topics by giving them basic questions to ensure they are well conversant with the ideas (Toews & Kurth, 2019). They provide learners with revision materials as references when researching new information, supposing they were not well tackled during normal class lessons. Learners’ success is defined by the role and effort teachers make to ensure they are well informed before taking the test.
Having the ability to identify and read information is essential for the preparation of students in schools. Generally, learners who can read properly have access to many useful ideas for their cognitive development. When students are well prepared, it is easier for them to perform well in coursework and attain higher grades. Furthermore, literacy allows learners to have self-confidence and thus can have a strong image of themselves amongst other students (Toews & Kurth, 2019).
In addition, students can easily explore the syllabus content and have a deep understanding of the information when they are equipped with reading abilities. Literacy also makes the students’ brains develop effectively; hence they become better learners. The skills also expose children to real-world situations; therefore, they grow while understanding the common basics of life. Therefore, literacy preparedness plays an important role in the overall performance of students in school. Having the skills enable them to handle complex tests done to determine their promotion to the next grade.
Reference
Toews, S. G., & Kurth, J. A. (2019). Literacy instruction in general education settings: A call to action. Research and Practice for Persons with Severe Disabilities, 44(3), 135-142. Web.