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reading strategies and why they are helpful
concepts of reading
reading strategies and why they are helpful
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The reading process as a whole is a very complex area, and is constantly changing, but as an elementary school teacher responsible for teaching young children to read, it is vital for me to understand the theories behind the reading act itself. The three theories which I feel are the most important, and which I feel are intertwined to account for the reading process are subskill theories, interactive theories and transactive theories. I believe that all three of these theories have components that fit together to account for reading and the understanding of reading. One theory alone cannot account for every aspect of the reading process.
The subskill theory approach to reading is one that has been around for a long time, and is based on instructional strategies to teach letter-sound relationships, sight words and decoding skills (among others), until the reading act becomes automatic. Comprehension does play a role in this theory, but it is a small role, in my opinion. I know this system works, because it is the way I was taught to read. I believe it is vital for young children to understand the relationship between sound and symbol relationships. This approach gives children a strategy for sounding out words that are unfamiliar to them. Unlocking the pronunciation of a word can sometimes lead to the word’s meaning, if the child is familiar with the word, and this is an important skill for young readers to have. But, the goal of reading is to ga...
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
Whichever way you learned to read, chances are you never knew what the terms “phonics” or “whole language” meant. However, these are the terms that are at opposite ends of an on-going debate over the best way to teach children how to read. “Simply stated, supporters of the whole language approach think children's literature, writing activities, and communication activities can be used across the curriculum to teach reading; backers of phonics instruction insist that a direct, sequential mode of teaching enables students to master reading in an organized way” (Cromwell, 1997).
Overtime, the ELL population of students has been overlooked and have not been given the amount of help they have needed to be able to become successful in the United States. Literacy is not the only thing ELLs have to deal with, but also assimilating to the American culture and just trying to survive economically. According to the NEA (2008), “two-thirds come from low-income families and three out of four ELLs are Spanish-speaking” (para. 3). Many immigrant families come to America to have a better life, but many end up struggling even more because of the lack of financial support and their language barrier. By sending their children to American schools and having them in English Learning programs, parents hope their children will have a better
Reading is not just reading words on a paper. It is a process that uses many resources in the brain and the use of strategies. Teachers have to use all six areas of reading to help students learn how to read, what strategies to use when reading, how to interpret a text and many more. Reading is a complex process and this paper will describe the six areas of reading.
My struggle with literacy hasn’t been an easy one. I grew up in a poor school district, that barely met the requirements to keep their accreditation. I struggled with writing more than reading. My awful penmanship and slow typing skill, caused me to lose assurance in my literary ability. My loss in confidence caused me to lose interest in reading. Having lost all interest in reading and writing caused me many miserable school years. Over the years, I slowly gained my courage back. Due to one hard working professor who went above and beyond to boost my self-esteem. With proper guidance, you can achieve literacy success.
Reading comprehension is the product of decoding printed text which is the purpose of reading and learning to read. According to Jitendra and Gajria (2011), reading comprehension is the result of the process of constructing meaning of written text through interaction between words and knowledge outside of text. In other words, readers make connections between what they know and what they are reading about. Furthermore, children comprehend text when they are able to read and decode words accurately and fluently (Hogan, Bridges, Justice & Cain, 2011). Hogan, Bridges, Justice & Cain (2011) also discuss the strong correlation between word reading and listening comprehension. They explain how word reading and listening comprehension are dependent on each other to activate reading comprehension and range as children grow as readers and develop language. Research supports that reading comprehension is indeed affected by decoding words and language skills (Cain, Bryan...
2.2 Reading with understanding strategies used to teach reading understanding skills that might influence poor reading understanding
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.
It makes sense to use a phonics approach when teaching reading. The instruction would benefit the students in mastering the written and oral language. I understand the merits of the whole-language reading approach. Students learn how to read while developing deeper comprehension. However, our ELL students need specific strategies for word recognition. Teachers should be encouraged to use rhymes, alliterative stories and songs to meet the needs of the English Language Learners in their classrooms. Through decoding strategies- developed from phonemic awareness- ELLs can learn to become confident, independent readers, as they tackle the challenges of becoming proficient speakers and readers of the English language.
First of all, the simple view of reading is perhaps the most highly cited and used framework for describing the processes and skills involved during reading comprehension (Gough &Tunmer, 1986; Hoover & Gough, 1990; Joshi & Aaron, 2000; Tunmer & Chapman, 2012). Secondly, from the cognitive perspective of learning to read, reading comprehension (or, simply, reading) is the ability to construct linguistic meaning from written representations of language (Gough & Tunmer, 1986; Hoover & Gough, 1990; Joshi & Aaron, 2000). Thirdly, decoding is the core of reading skill is the ability to identify individual words quickly and accurately (Ehri, 1998; Gough & Tunmer, 1986; Hoover & Gough, 1990; Tunmer & James 2012; McNeill & Everatt, 2013). Finally, the simple view of reading also has important implications for reading disability (Gough and Tunmer 1986; and Hoover & Gough
In our schools today, literacy should not just be a task for the English or Reading teacher. Instead, literacy should be a shared venture by all teachers within all content areas. Teaching literacy in all content areas is important because a teacher with a solid understanding of teaching literacy in his/her content area will tremendously help all students achieve greater success on class assignments and standardized assessments. There are three main points that surround the idea of teaching literacy in all content areas. Teachers need the necessary skills and knowledge to teach literacy, once the necessary skills and knowledge are gained then there is justification for teaching literacy across content areas, and
According to Temple et. Al, there are components for reading. “Reading is the act of getting meaning from a written text.” (Temple & Ogle & Crawford & Freppon, 2005, p.7) There are steps to learn to read; first step is “word recognition.” This activity is that readers recognize letters and words. Next step is “phonemes” which is the smallest sounds in language. Readers who in “phonemic awareness” are able to know how to make sounds with letters. In “comprehension” step, readers are able to understand what they are reading. They can improve reading ability by expanding knowledge of vocabulary. If they can understand words faster than previous time and accurately, they are on “reading fluency” step. The last step, which is “interpretation” or also known as “critical reading”, is a time when they are able to understand author’s thought and mind by reading their words and arguments. National Reading Panel categorized literacy by areas of alphabetic, fluency, comprehension, teacher education and reading instruction, computer technology, and reading instruction. Alphabetic includes
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
The authenticity of Interactive Reading is clear and therefore leads us to explore HOW we, as teachers, incorporate this strategy in our teaching most effectively. Fisher, Flood, Lapp, and Frey's study on "read-aloud practices" provides an excellent, research based framework for the implementation of Interactive Reading based on their observations of teachers in classrooms. Their 7 "essential components of an interactive read-aloud" is a practical guide of using this strategy and can be implimented with all children. These components provide a structure that allows us to teach ALL children (inherently allowing differentiation) while attending to common core state standards. Use of this strategy attends to the understanding of language and literacy development while providing for specific skill instruction in reading and writing.
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...