As using flashcards have been found massively effective repeatedly in learning, it can be recommended to teach reading as an effective teaching strategy in mainstream primary school setting without being questioned due to its efficacy.
Summary of supporting evidence
Flashcards are a simple, versatile, and effective for learning skills like sounds, letters, historical dates etc. (Maheady & Sainato, 1985). Multiple intelligence theory that suggests appealing all the different learners at some point during class as there are many types of learners out there (Gardner, 2011). There are a significant proportion of learners who tend to more effective in visual learning than others where flashcard learning is the most appropriate. Flash cards impacts
…show more content…
Potter, Wyble, Hagmann, & McCourt (2014) noted that it takes as little as 13 milliseconds to see an image although it takes longer to process the content of an image. This means a learner will read a flashcard significantly faster compared to reading text alphabetically. It has shown by several studies that visual learning is more effective compared to other learning techniques in early years (Glover, McLaughlin, Derby, & Gower, 2010). However, Budoff, & Quinlan (1964) argued that auditory learning was better among primary school children compared to visual learning in terms of learning to read new words. Yet, every brain works differently (Willis & Hodson 2013). Therefore, every child’s learning strategy needs to be considered while delivering lesson in class. If flashcard strategy does not work alone, other conventional strategies or, flashcard with audio (audio-visual teaching strategy), or combination of these strategies can be considered. In addition, audio-visual training prior to formal schooling has been found advantageous for children deemed to at risk of developing a reading disability (Magnan & Ecalle, 2006). In addition, flashcard with audio might improve reading skills by helping them to develop ortho-phonological representations. However, it will be essential to monitor the effectiveness of such strategies continuously. Again, it is possible to shape one’s brain through learning and practicing (Zull, 2002). However, educators might find it difficult to apply or select a strategy to teach as one particular strategy might not work initially but might be effective at later stages. Therefore, continuous monitoring of performance of the learners and effectiveness of teaching strategy would be essential for maximum
Torgesen (1998) claims that the top reasons students have difficulties with reading is because they have issues correlating letters and sounds in words, or phonological awareness. Many students also have trouble memorizing sight words and many also have an
However, comprehension has more to do with background than vocabulary. During my fieldwork, I visited a 12:1:1 class to observe a student. I noticed that the teacher used vocabulary words to explain another vocabulary word. The students appeared puzzled and started to act out because they did not understand what the teacher was trying to explain. Mr. Lavoie stated, when someone is working with a LD student, using direct instructions and background information helps them process information. If the teacher used background information about the vocabulary word, the students may have a better chance of understanding the lesson. Also, LD students have problems with their visual learning process. According to Drummond and Jones (2010), “assessment professional assess individuals with visual impairment by using instruments to meet their needs, such as test with large print-version, Braille forms and forms on audio recorders” (p. 334). Therefore, one solution to increase learning is to incorporate auditory learning. Auditory learning is a need for a LD student that has problems with their visual
A student seeking better retention of material taught in the class-room environment may employ the Cornell note-taking method. With such a method, the three sections of the note-taking outline can aid the student’s retention by improving encoding. For a student to be able to retain oncoming material, they first must be able to encode, as in interpret and internalize, oncoming material (Faber, Morris, & Lieberman, 2000). The note-taking section forces the student to use elaborative rehearsal which helps material reach long-term storage. The cue section uses recoding to deepen the material’s encoding. And the summary section makes the student reprocess what they’ve written down to prolong its retention. As these sections must be filled out separately, the student is expected to return to the notes at least three times in a twenty-four hour period. This immediacy in review may help the student retain the material to a greater extent. Thus, the process can serve as a vantage point for learning with Cornell note-taking as it encourages retention by improving encoding during the process of note-taking and guaranteeing review of the material in a first twenty four hours.
Informal reading inventories will be efficient for direct observing and recording aspects of students reading skills....
These theories, methods, assessments along with the evidence of success in reading at home make it clear that it is extremely important we try our hardest to support literacy in every child. All students can learn. It’s just a matter of making materials interesting and relevant to them, challenging them (but not to hard), and supporting them along the way.
Reading comprehension is a skill that has to be learned by most of the population. This includes adults that have been reading for many years. There is a difference between reading and reading comprehension. Read is defined as, “to look at and understand the meaning of letters, words, or symbols” (Read, 2014). Comprehension is defined as, “the act or action of grasping with intellect” (Comprehension, 2014). Even as an adult, people may have difficulties with reading comprehension. There can be visual learning disorders such as dyslexia. There are many learning techniques and strategies that can negate or even overcome these visual learning disorders. This paper will discuss a few techniques and strategies that when used can improve reading comprehension such as vocabulary building, effective reading, and reading strategies. With these techniques the road block of dyslexia may no longer be an issue.
The Early Literacy Skills Builder is for elementary-aged students with moderate and severe cognitive disabilities who have not acquired print and phonemic awareness. In the Early Literacy Skills Builder (ELSB) all responses have been developed for either verbal responding or nonverbal responding. Nonverbal students may use assistive technology, pointing, or eye gazing to make target responses. Guidelines are offered for promoting active student participation in reading (e.g., saying a repeated story line) and understanding the story. Students who complete the ELSB are ready for instruction in a beginning reading
Looking upon my time here at Central Michigan, I recall in previous courses that phonemic awareness is how we interpret the sounds in a word. Essentially, being able to hear and identify these sounds of our language. After deeply focusing on Phonological and phonemic awareness over the course of a few weeks, it is clear that my prior knowledge isn’t far off. Both of these skills involve sound and can be processed with eyes closed—no printed material. After much research, these skills are vital to a child and their development; they aid in spelling, alphabetic principle, and letter-sound correspondence. If this skill is not obtained by a child, he or she will have a difficult time with reading and comprehension in addition to poor spelling.
Literacy is defined as “the ability to use available symbol systems that are fundamental to learning and teaching for the purposes of comprehending and composing, for the purposes of making and communicating meaning and knowledge” (Stock, 2012), and it is one of the most essential skills that an early year student will learn. Literacy serves to provide the building blocks for the continued knowledge acquisition and general education of individuals of all ages; by working to understand and identify how and why literacy is taught using the structured literacy block format in Australian schools, and in identifying the benefits of utilizing this type of tool for teaching literacy in student’s early years, it will be possible to gain a better understanding of the organization, planning, and teaching approaches that are used in a literacy block approach. A sample standard literacy block will be provided, offering the means of understanding the applications of the tool, which will serve to further stress the necessity of this tool’s usage.
Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
Mnemonic instruction refers to instructional or learning strategies designed specifically to improve memory. Mnemonics are useful for improving initial learning and long term recall. Well known mnemonics developers, Mastropieri and Scruggs (1991)explain that they provide a means of specifically helping both in the aspects of increased information recall, and in providing effective strategies which, when applied, help in retrieving the information (as cited in Sener & Belfiore, 2005). Mastropieri and Scruggs have done extensive work with mnemonics and highlight their particular use in developing improved ways of taking in (encoding) information so that recall (retrieval) from memory is easier. A mnemonic strategy works to relate new information
Roberts, T. (2003). Effects of Alphabet-Letter Instruction on Young Children’s Word Recognition [Electronic Version]. Journal of Educational Psychology, 95 (1), 41-51.
In the K class that I will be using Interactive Read Aloud, I will be specifically instructing those children (6 children - 2 boys, 4 girls - ages 5-7) with literacy skills in letter identification, alphabetic principle and sight word recognition and production. Given their needs (as a group), my instructional goals in reading instruction will include identifying letter names, identifying consonant and short vowel sounds, and in...