Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Teaching reading: elementary education praxis
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Teaching reading: elementary education praxis
Abstract-Reading is a lifelong skill to be used both at school and throughout life. According to Anderson, Hiebert, Scott, & Wilkinson, reading is a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life. Despite its importance, reading is one of the most challenging areas in the education system.Researchers have found that teaching reading strategies is a key element in developing student comprehension and ensuring academic success. However, schools and teachers sometimes lack a solid foundation for teaching these strategies. Schools should be better prepared on how to design effective reading strategies and how to teach these to their students. This project aims to study the most effective reading …show more content…
In fact, phonemic awareness abilities in kindergarten (or in that age range) appear to be the best single predictor of successful reading acquisition” (International Reading Association, 1998, p. 3).
Correlational studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first two years in school. Discriminating units of language (i.e., words, segments, phonemes) are linked to successful reading. Results of the meta-analysis showed that teaching children to manipulate the sounds in language helps them learn to read (National Institute of Child Health and Human Development NICHHD, 2000, pp. 1, 5).
“Children who quickly come to understand the relationships between letters and phonemes, and who learn to use this information as an aid to identifying words in print, almost invariably become better readers than children who have difficulty acquiring these skills” (Torgesen & Mathes,
…show more content…
1).
“For 1st graders, the ability to decode individual words accounts for most of the variance in 1st graders’ reading comprehension” (SEDL, 2013).
“Research has shown accurate isolated word reading is a significant indicator of 1st-grade reading competence . . . fluency with reading isolated words has been shown to be useful for monitoring 1st graders’ emerging reading . . . evidence suggests [word identification fluency] has stronger predictive validity than [nonsense word fluency]” (Zumeta et al., 2012, para. 4).
“For better predictions about which 1st graders might have reading difficulties, screening batteries should assess word identification skills” (National Center on Response to Intervention, 2013, p. 1).
“A wealth of research supports the value of oral reading fluency as an indicator of overall reading competence and its utility for helping teachers plan better instruction and effect superior student outcomes” (Fuchs et al., 2001, p. 252).
Vocabulary (word knowledge) is one of the most important factors contributing to literacy. Kamil et al.
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
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
Phonological awareness refers to an individual’s ability to hear and manipulate a variety of sounds in spoken words as well as recognize various parts of speech including syllables, rhymes and letter sounds (Canadian Council on Learning, 2006; Johnson, McDonnell, & Hawken, 2008). A child’s level of phonological awareness is directly related to later reading outcomes. Phonological awareness is enhanced when children are exposed to rhymes, have opportunities to practice letter sounds, and have opportunities to identify initial sounds in words
Torgesen. J, Wagner.R, Rashotte. C, Burgess. S & Hecht. S . (1997). Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children. Scientific Studies of Reading. 1 (2), 161-185.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
When it comes to assessment, it is imperative that these are quick, oral, and effective. There are two forms of this assessment: formative and summative. The goal of formative assessment is to monitor each student’s progress and making sure they understand the concept. When testing summative, this occurs at the end, meaning evaluating and comparing a child’s progression from a particular benchmark. With these types of evaluations, we, as educators, have the ability to see where each student is at based on their phonological and phonemic awareness. According to the Michigan Literacy Progress Profile website, an effective balanced literacy program incudes, children clapping syllables, read rhyming text aloud, practice shared writing, and much more. Another way to assess this skill is with DIBELS (The Dynamic Indicators of Basic Early Literacy Skills). DIBELS are designed to be short (about a minute) fluency measures used to monitor the development of early literacy and early reading skills. More specifically, DIBELS First Sound Fluency is a standardized, individually administered assessment that provides a measure of phonemic awareness skills for students. FSF measures how well a student can hear and produce the initial sounds in words. Each test includes about 30 words which are read aloud by the instructor. The instructor then scores each response with 2, 1, or 0 points. A correct pronunciation of the initial sound receives 2 points, initial sounds or blends receive 1 point, and an incorrect sound gets no points. The instructor continues to present words for up to one
Hugh, W. C., Fey, E. M., & Zhang, J. B. (2002). A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech, Language & Hearing Research, 1142-1157.
The FLaRE (Florida Literacy and Reading Excellence) Center has published a professional paper entitled “Phonemic Awareness” of which I will be presenting a critical review. Phonemic awareness is one of the five essential components of reading identified by the National reading Panel (Learning Point Associates, 2004). Phonemic awareness can be defined as a person’s understanding that each word we speak is comprised of individual sounds called phonemes and that these sounds can be blended to form different words (Learning Point Associates, 2004). The article was intended to give a synopsis of phonemic awareness and the vital role it plays in a literacy program. I found the article to be very clear and concise presenting valuable tactics that can be applied in the classroom.
Literature is a key component when speaking of literacy. Teachers need to provide students with endless amounts of practice experiences in reading to build their fluency rate. This should be done with different genres of texts and different levels. Reading a wide variety of literature help children develop rich vocabularies.
A study of middle school struggling readers reveals that 47% have difficulty with word identification. In middle school, students are reading more complex texts with higher level vocabulary and multisyllabic and potentially unfamiliar
Solley, J. (2014, February 18). Literacy for the 21st century: fluency. [Presentation] Powerpoint presented during in-class lecture. Davie, FL.
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
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,
How can what we know about the development of readers inform reading comprehension instruction? Reading instruction typically starts in kindergarten with the alphabetic principle, simple word blending, and sight word recognition. Texts read by early readers usually include very little to comprehend. As children develop reading ability, they are able read more complex texts requiring greater comprehension skills. Separate and explicit instruction in reading comprehension is crucial because the ability to comprehend develops in its own right, independent of word recognition. The ability to read words and sentences is clearly important, but as readers develop, these skills are less and less closely correlated with comprehension abilities. (Aarnoutse & van Leeuwe, 2000) While no one would argue that word blending and sight word reading skills be omitted from early reading instruction, vocabulary and listening comprehension may be at least as important in achieving the even...
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having