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As the first born, my parents had no idea on how or what to do regarding on teaching me how to read and write. Most parents have an idea on how to raise a child, but my parents had no clue because they were kids themselves. As a kid I learned how to read at a young age, I was probably three year’s old. My parents would always put educational TV shows that would always keep me quiet and distracted. Technology was my first english instructor. Nowadays parents buy toddlers tablets, where they can watch videos while at the dinner table, in the car, and etc. just to keep them calm. When I was young the only technology I was provided with was a television, where I’d enjoy watching channel eight. These shows taught me how to pronounce and read each letter from a word. I would watch educational TV shows that would come out on PBS such as “Sesame Street”, “Super Why”, and “WordWorld”. These shows taught me a good variety of words at a young age. Although it wasn't school, I consider it a way of learning how to read and understand the way it worked. I learned how to write at five years of age. I started to read and write in spanish because it was my first language, and I also attended bilingual classes. Until fifth grade was when I went into reading and writing english classes. These lessons began at home and at school, but …show more content…
I'm more like in between. I enjoy writing notes, and jotting down things, because I enjoy looking at my handwriting but I hate writing papers, essays, and etc. On the other hand I’m very picky on what books I like to read, but I’m not really involved with reading either. I read every once in awhile when people recommend me a book, and the book seems interesting I’ll most likely read it. I prefer reading novels rather than poetry. I struggle trying to understand poetry, I have no idea why but everytime I read poetry is like I understand the words, but I don't understand what’s happening. Weird
Moses, Annie M., and Benson McMullen. "What Television Can (And Can't) Do To Promote Early Literacy Development." YC: Young Children 64.2 (2009): 80-89. Education Research Complete. Web. 18 Apr. 2014.
The question as to whether television is a good way to teach children has always been hotly debated. There has been studies conducted that demonstrate that school age children can benefit from educational programs geared toward their age range. Some elementary schools in the United States have implement educational shows into their daily classes; even high schools and colleges use educational videos as part of their lectures and many say they are beneficial. Yet there is a new trend that seems to be sweeping across America; infant targeted media products. These new shows are now targeting children as young as 12 months, telling parents that it will help their child develop faster and ahead of their peers. It’s an appeal that no parent could pass up because everyone what’s their child to be the next Einstein. The question however is do these products actually work? This is the question DeLoache et al. (2010) and Krcmar, Grela, and Lin (2007) attempt to answer in their research into media and infant learning. Both studies focus on infant related media shows vs patent interaction, which learning style works the best, and if the claims by marketers about the effectiveness of their shows hold some or any validity.
Early literacy for me was challenging. I started to learn reading and writing at age six. I still remember students from school would make fun by not knowing how to read, but they never knew I was struggling with both English and Spanish reading and writing. My parents are both from Guatemala; they came to the U.S at a very young age. My father was the only one to go to school. My mother did not attend school because it was difficult by her immigration status. When I was little, Spanish was not my mother's first language, so when she wanted to help me with reading and to write in English, she had a difficult time. My mother taught me reading and writing in the Mayan language. My father only taught me reading and writing one hour per week. Whenever my father was through showing me an hour of writing and reading, I had to explain the same lesson to my younger
My ongoing journey of literacy began in 1993. I was four years old. The memories I have of my first few years of school is very blurred, as they happened over twenty years ago. However, these early years of my life is where I believe my literacy journey began to take form.
My literacy journey began long before I had actually learned how to read or write. While recently going through baby pictures with my mother, we came across a photo of my father and I book shopping on the Logos boat, a boat that would come to my island every year that was filled with books for our purchasing. Upon looking at this picture, my mother was quite nostalgic and explained how they began my journey to literacy through experiences like this. My earliest memory of experiencing literature was as a small child. My parents would read bedtime stories to me each night before I went to bed. I vividly remember us sitting on the bed together with this big book of “365 bedtime stories for 365 days” and we read one story each day until we had
As a child, I have always been fond of reading books. My mother would read to me every single night before I went to bed and sometimes throughout the day. It was the most exciting time of the day when she would open the cabinet, with what seemed to be hundreds of feet tall, of endless books to choose from. When she read to me, I wanted nothing more than to read just like her. Together, we worked on reading every chance we had. Eventually I got better at reading alone and could not put a book down. Instead of playing outside with my brothers during the Summer, I would stay inside in complete silence and just read. I remember going to the library with my mom on Saturdays, and staying the entire day. I looked forward to it each and every week.
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
All I could remember on my journey to literacy was my concern over my brother and sister’s ability to read and write including solving math problems. That did not really motivate not to become literate; I was extremely playful as a child. What I am able to remember is my first day of school, I cried like a baby when my mom dropped me off. I soon began to grow out of my baby stage and school became really interesting. Even though it was not as hard as it is now, the value that pushed me to be literate was how my teacher was able to discipline students if they didn’t give the best to their education.
Writing has incessantly been a struggle throughout my short life. Within writing, everyone possesses the entirety of tools needed to produce greatness, but many lack in the manufacturing of the product. You may have the greatest ideas for novels and short stories, though be unable to truly express yourself within the confines of only words. This precise issue faces me on a daily basis. All these exceptional visions spinning in my mind, yet I have not been able to master the art of putting these visions onto paper. However, I do admit I have grown as a writer over this single semester, and have major goals set for myself, not only as a writer but also in my career field.
Life is like a tree, it grows and develops branches and leaves that come and go as we progress. The environments we live in determine which branches wither and fade and which prosper. Every branch holds some form of learned literacy from the end of the roots to the trunk and highest branch. Literacy encompasses many aspects of life.
I used to have to take these tests about all the books I would read in school and I would always ace them all. I knew that reading was something I liked because I was always very intrigued by it. Also in middle school I found my true writing voice. I remember taking a creative writing class in six grade and I was always the student who wrote more than what was expected for my writing assignments. I would write stories about things such as my friends and the experiences that I had in school. Sometimes I would even write my own plays and in my plays the characters would be people in family and people from school. I would always try to make the plot super interesting in my plays. One time I wrote a play about my brothers and me traveling to space and finding aliens. Overall, I really fell in love with literacy throughout my middle school years because I was able to read books more at an advance level and I also was able to write more intense stories. Literacy has been a positive influence in my life all throughout my school
isn't to write a paper that will get a good grade. Now, my goal is to
There are many different types of events that shape who we are as writers and how we view literacy. Reading and writing is viewed as a chore among a number of people because of bad experiences they had when they were first starting to read and write. In my experience reading and writing has always been something to rejoice, not renounce, and that is because I have had positive memories about them.
Television has as both an entertainer and an educator for children. Neil Postman supports television for its valuable contribution to language development in children, saying, “Long before they have learned to read, or for that matter, even begun to master their language, children may accumulate, through television, a fund of knowledge that was simply inaccessib...
There are some theoreticians who view literacy in a form of social practice. In their view, social issues are also important components, as well as linguistic competence and understanding cognitive processes in language studies. Freire (1974) views literacy not only as a process of knowledge transformation, but also as a relationship of learners to the world. Vygotsky (1978) suggests two stages of development at social and individual level. In his view, literacy is a phenomenon that is created, shared, and changed by the members of a society. Gee (1996) similarly argues that becoming literate means apprenticeship with texts and apprenticeships in particular ways of being. In summary, literacy practices are not just about language, but about their interrelation with social practices.