Introduction
Since the reading movements of the 1980’s and 1990’s, many different theoretical perspectives on teaching reading have been proposed. This paper will examine and discuss major themes, issues, and influences derived from theoretical perspectives on reading instruction that have been proposed since the 1980’s. This paper will also examine four articles related to themes and issues taken from the State University library about reading instruction. The author will relay these articles from the library; to current classroom and personal experiences.
Research in Learning Style and Reading: Implications for Instruction
The first article that we will examine is by Marie Carbo and entitled, “Research in Learning Style and Reading: Implications for Instruction”. This article shares the importance of teaching students reading through their individual learning styles. The article goes on to discuss research on the Dunn and Dunn model of learning styles which indicates: (a) that students’ achievement and attitudes improves significantly in reading when they learn to read through their own individual learning styles; (b) that students’ reading style strengths and preferences can develop at various times and rates; (c) that the use of the Learning Style Inventory and Reading Style Inventory are valid, reliable instruments which teachers can use to help in reading instruction (Carbo, 1984).
According to the Carbo, research in reading and learning can be assessed into five categories which include: environmental preferences, perceptual strengths preferences, perceptual development, comparisons across grade levels, and comparisons across achievement levels. The environmental preferences, refers to how the am...
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...environment and a balance of whole language and phonics to build upon.
Reference
Carbo, M. (1984). Research in Learning Style and Reading: Implications for Instruction. Theory Into Practice, 23(1), 72. Retrieved April 30, 2011 from EBSCOhost.
Dowhower, S., & Beagle, K. (1998). The print environment in kindergartens: a study of conventional and holistic teachers and their classrooms in three settings. Reading Research and Instruction, 37(3), 161-90. Retrieved May 1, 2011 from OmniFile Full Text Select database
Gullatt, D., & Lofton, B. (1998). Helping at-risk learners succeed: a whole-school approach to success. Schools in the Middle, 7(4), 11-14. Retrieved April 30, 2011 from OmniFile Full Text Select database
Weaver, C., & ERIC Clearinghouse on Reading, E. N. (1994). Phonics in Whole Language Classrooms. ERIC Digest. Retrieved May 1, 2011 from EBSCOhost.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
On October 10th, 2017 at Springhurst Elementary School, I conducted a “Reading Interest Survey” and the “Elementary Reading Attitude Survey.” These surveys were conducted on a 1st grade student, Jax, to determine what his feelings are towards reading in different settings, what genres he prefers to read, and interests. It was found that Jax doesn’t mind reading, but prefers a few different topics. This was evident through his raw score of 30 on recreational reading, and a raw score of 31 on academic reading.
The DeFord Theoretical Orientation to Reading Profile, developed in 1985 by Diane DeFord, is a way to measure the philosophy and belief systems associated with instructional practices in the beginning of reading. The three systems include phonics, skills, and whole language (Vacca et al 2006). The bottom-up beliefs systems, associated with Behaviorism, place emphasis on letters, letter-sound relationships, and the understanding that the student, in order to comprehend the selection, must recognize each word in a text. There is importance placed on decoding, and skills are taught in a systematic and sequential format.
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
Crossen, C. (1997). Studies suggest phonics help children learning to read. Wall Street Journal. Retrieved April 16, 2005 from
The seven pillars of effective reading instruction are an important base to an effective and engaging classroom. Teachers, who are able to apply each of these pillars to everyday learning in the classroom, reach their students and provide instruction in meaningful and approachable ways. Each of these pillars provides important ideas and information that work together to create an effective learning environment in the literacy classroom. By accessing and including each of these pillars in my classroom environment, curriculum and instructions, students benefit from the more effective reading instruction possible.
The term learning styles is based on the assumption that individuals differ in regards to what mode of instruction is most effective for them. Educational practitioners have long stressed that optimal instruction requires diagnosing these individual styles and designing instruction accordingly. It is based on two fundamental flaws that I give the following rebuttal: 1) there appears to be no credible scientific evidence establishing learning styles exist (Riener & Willingham, 2010), and 2) assuming [1], it must be therefore true that people can learn in a variety of ways outside of one particular learning style. However, before abandoning the learning style paradigm completely, I will still contend that the research in this area has not
Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak.
Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
When I was younger, I didn’t like reading much at all. I always questioned my teachers what was the purpose of reading; I never got an answer from either teacher until I was in the seventh grade. Starting junior high school was different from elementary. In seventh grade, we were in our reading class for two hours a day. I asked the teachers why didn’t we have the privilege to stay in our other classes for two hours; I never received an answer from my teachers.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
Teaching in the read/write learning style is improves the learning experience for others especially for this specific learning style. The read/write learning style is a very common and useful form of learning that is taught in an educational platform because of the nature of the learning style. Therefore, knowing how to tailor one’s lectures to meet the needs of the students with the read/write learning style is a refreshing and revitalizing method in providing the information to those who are in a position to learn and encourages the information taught to remain intact and new in their brain. Furthermore, being aware of one’s learning style allows the individual to receive the information to be understood competently. Awareness of your individual learning style can provide it’s advantages along with its disadvantages. The advantages of this awareness are that the individual knows how to receive the information in a way that is best suited for their abilities. This can allow the individual to be more in sync with what methods and tools are necessary to enhance the learning experience. Then, the disadvantage of being aware of the one’s learning style exists when the individual is consumed with the mentality that the only way to adequately learn new material is through their specific learning
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...
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.