Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Reading skills development
Reading skills development
The significance and necessity of reading
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Reading skills development
A. Purpose of the Study “Reading is the motivated and fluent coordination of word recognition and comprehension” (Leipzig 2001). In the educational system, pupils are encourage to read books because of the belief that one becomes better at a skill based on the amount of time dedicated to that particular skill. Pupils must practice the skill learned and receive “frequent feedback (Samuel and Wu).” Practice is most effectual when it is individualized and accompanied with instruction (Renaissance Learning Inc 2007). Individualized practice, allows the pupil to work at his/her individual ability. It challenges the pupil instead of frustrating him/her. Accelerated Reader (AR) program provides individualize practice to each pupil to maximize academic …show more content…
A representative from the program will come in to perform a refresher course for the teachers. The researcher and teachers will discuss ways to implement AR to ensure maxim results. The researcher will discuss some methods used at other schools with similar this school population. The researcher will share data with teachers of other schools’ success with AR. On the day of the assessment, the researcher will be present as the teachers sign out the assessment from the test coordinator. The teacher will administer the MYA. The teacher will return the test to the test coordinator. The researcher will score the tests and record the results of each raw score. Then will determine the mean score and standard deviation. After the administration of the MYA, the students will be exposed to AR. The teachers will implement the AR program for twenty minutes daily. The teacher will monitor students’ progress and discuss it with students. Students will read daily and take the computerized test. The students will also keep a reading log and record his/her grade for each quiz. When students obtain a score of 100% on a quiz, the student will be able to shout “Did It.” Students will then place a sticker next to his or her name on the chart in the classroom, which will be visible to all. The researcher will also monitor the students’ progress on AR. The researcher will have bi-weekly discussion with the teachers regarding students’ progress. At a later time, students will take the EOYA. The researcher will follow the same procedure that was followed for the
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
Honestly, A.R. really is pointless. Instead of forcing reading onto kids, teachers should make it fun. And teachers might even make it so it doesn’t make or break your grade.
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
I chose to focus reading with a first grade student. This student has missed a lot of school in the past and has moved around frequently. On the FAST assessment, this student scored at the bottom of all first graders. Reading is of high importance and an intervention in this area is in high need.
As the human race continues to become progressively more intelligent, countries are becoming more and more competitive in a “race to the top.” Our society, and others alike, have placed increasing demands on citizens in an effort to ensure they go on to be productive, intelligent contributors. While this is a natural progression of the human race, those who were previously struggling to succeed are now fighting to close an even larger gap. When it comes to education, this is a clear and present concern for many educators and students. Teachers are being held accountable for raising the bar and ensuring that each student performs successfully, in accordance with the national (Common Core) standards. A big concern regarding these increasing demands of an every changing society, are students who are already struggling to succeed, such as those with learning disabilities. One of the primary targets of the Common Core is reading, as reading ability is considered to strongly predict whether or not a student goes on to be successful in the education system and in society. In order to service these children, educators have experimented with many research-based interventions in an effort to get struggling students up to grade level and prevent them from being taken out of the general education classroom. The following articles discuss various aspects of a popular research-based intervention, Fountas and Pinnell, and how this interventions benefit students with learning disabilities, specifically in the area of reading comprehension.
The Bench Mark assessment test was developed to help teachers to measure students’ strengths and weaknesses at the end of each academic year. The Bench Mark Assessment provides teachers with feedback on the students progressing toward state standards. Also it provides schools with information about strengths and weaknesses on each grade level on the standards for math, reading, and science.
Imagine waking up every morning dreading going to school and doing homework. No, it is not just because they are teenagers. This is the frustration thousands of high school students face daily because of the inability to understand words. Many high school students are affected by the significant problem of reading learning disabilities; therefore, in order to effectively address this issue, the nature and level of each student’s needs must be evaluated. Upon researching the wide range of strategies and interventions used in education for such students, it is apparent that the educator who applies the strategy is more important than the choice of which strategy is chosen.
The first stage of reading development, ‘Emergent Reader,’ is characterized by students knowing at least half of the alphabet, having very
By using audience response systems in the classroom, Thomas et al. (2015) stated that the audience response system brought instant feedback and participation to the classroom. Thomas et al. also noted that giving students the opportunity to respond in a classroom setting correlated to higher success. According to Thomas et al., students stated that they were held more responsible for their reading assignments. Russell et al. (2016) stated that audience response systems provided a rich active learning environment to students, reduced instructors’ workload in facilitating activities, contributed to effective teaching and collaborative learning, managed formative assessments and feedback, and allowed for customized teaching to fit students’ needs. Findlay-Thompson, Mombourquette, Thompson, and Blotnicky (2015) stated that it was hard to make an association between the use of audience response systems and students’ grades.
Our school has purchased the Accelerated Reader (AR) program which is a technology enhanced reading program that encourages students to develop independent reading skills. Biancarosa and Snow (2006) described motivation and self-directed learning as the elements of an effective literacy program. Accelerated reader program provides students and teachers a structured framework of individualized goal setting and feedback. The AR program is a great example of how the technology can be used to improve student learning. If we are able to use the AR program effectively, we are able to check on student reading progress and motivate them to read more independently. Only a few classroom teachers use the AR program in our school. My goal is to use it in all grade levels with the 100 percent
(1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406. Green, C. (2005). Integrating extensive reading in the task-based curriculum.
There are many articles on reading and strategies for teaching reading and reading skills to younger students, while at the same time there is a strong need for this information for adults and those who are in or entering college. In their academic article, Reading and Learning Strategies: Recommendations for the 21st Century, the authors have found that there are several models that will assist this group. The first would be to choose program models that emphasize cognitive development on the part of the learner, while emphasizing their strengths. The next of these models would be to emphasize the transfer and modification of skills across all the academic disciplines. Another model, and one of the most important is to emphasize the students flexible use of any processes that may be used in a strategy.
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
The ability to read is vital to a child's success in school and throughout life. However, reading achievement in the U. S. is low. In fact, according to the most recent national assessment of educational progress, 44% of U.S. students read below the "basic" level, meaning they exhibit little or no mastery of the knowledge and skills necessary to perform work at grade level (Collins, 79). These statistics have driven school districts, parents, and students scrambling to find something to turn the tide of reading failure. They are searching for a solution that will have a lasting impact on a child's reading ability. Many have adopted the Reading Recovery Program as a viable solution to the problem. The issue to be addressed now is; Does this program provide an effective solution to the reading problem that is plaguing students of the US?
This means that without reading one’s daily life is affected in many ways. Palani (2012) explains that reading is a vital tool for the handover of knowledge and, reading skills promote positive academic activity. If students reading levels are low, it automatically implies difficulties in the acquisition of several other subjects. Deavers (2000) explains that pupils who miss the opportunity to enjoy and master reading, find it difficult to acquire good reading habits in their later years. Issa et al (2012) explains that there is an ultimate bond between good habits of reading and the academic performance of students. Reading is a complex activity that involves both word recognition and comprehension. Word recognition refers to the process of distinguishing how written symbols correspond to one’s spoken language. Comprehension is a process