Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Parental involvement in reading
Effects of reading and parent involvement
Literacy instruction best practices
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Parental involvement in reading
The article I chose to write about is The Essentials of Early Literacy Instructions. I chose this article because I think it is something that future teacher should read before teaching a child how to read. As I was reading this article, I remembered my struggles with learning to read when I was in elementary school. I used to dread when the teacher would call on me to read aloud to the class. At the time, I couldn’t read as fast as the other students and would struggle to sound out words. However, this problem became a thing of the past after my parents and teacher became aware of it. My parents worked with me every night to improve my reading level. Some nights I would follow along with my finger on the page to get familiar with the words as they would read aloud. Other we would change positions and I would read aloud while they followed to make sure I was getting all the words and pronouncing them correctly. I still believe that without the help of my parents and teacher I would still be struggling with reading today. I believe that children need to be read to for them to hear how words should be pronounced. Just reading with your child every night is important. From these experiences, they learn how to pronounce words on a page and their meaning behind them. …show more content…
I have seen this some in the classrooms that I have observed. However, recently I have just seen teachers reading a story aloud to the children after an activity that arouses the children’s interests, but there are no during-reading prompts and questions or after-reading questions. I believe this something that needs to remain in the classroom. When children are not given opportunities to actively participate, they start to focus on other things instead of the story being read to them. When children have something to focus on they are staying actively engages with the text being read and
In the essay titled “How Teachers Make Children Hate Reading” written by John Holt and published in Reading for writers in 2013, Mr. Holt discusses why most children aren’t interested in reading. Mr. Holt spent fourteen years as an elementary school teacher. He believed classroom activities destroy a student’s learning ability. Mr. Holt never let his students say what they thought about a book. He wanted his students to look up every word they didn’t know. People can learn difficult words without looking them up in the dictionary.
...dren developing early reading. As the guidance which comes with the Primary National Strategy framework states, schools “put in place a systematic, discrete programme as the key means for teaching high-quality phonic work” (DfES & PNS, 2006, p. 7). By teaching children to decode it helps them to develop their early reading and sets them up with skills to tackle almost any unknown word. There are many programmes which school choose to follow such as the government provided ‘Letters and Sounds’ or other schemes such as ‘Jolly Phonics’ or ‘Read Write Inc.’. Though there are many different companies’ schools can choose to follow the breakdown of how phonics should be taught is the same in all: phonics should prepare children to be able to decode any word they come across and teach itself in a multisensory way, one that interests the children and helps them to learn.
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.
During a test, these students were taken to another classroom area so that the inclusion teacher was able to read the test to them. Self-reading in the inclusion classroom is sometimes avoided as much as possible. The inclusion teacher also stated that there have been tests where the amount of information was lessened to avoid additional frustration being added as they are already struggling with reading the test information. According to the general education teacher, students on occasion are encouraged to read out loud. However, there is more of a push for them to participate in classroom or group discussion. Students that are asked to read aloud are based on their ability. This type of interaction makes for a comfortable learning environment and participation with their peers. She stated that she tries to pre-teach information that they will be covering on that day in the form of a warm up when the kids first enter the classroom. Then when they are exposed to the information later on in the class, it is not a total shock of information to
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
Preventing reading difficulties needs to be caught and identified in the earliest stages of a child’s development. ‘Research over the last two decades has demonstrated that most reading difficulties can be corrected,” (Kilpatrick 2011) According to the research it seems that reading difficulties can be diagnosed and a plan of intervention established early in a child’s education. The teaching establishment just needs to realize this and come to grips with a plan and practice to implement. According to a study by Vellutino, (1996) he conducted a study in which first grade students had an intensive intervention program and the results turned out to be very good about 68% benefited from the intervention and continued to do so a year after. One of the inventions focuses on site recognition where students can recognize a pool of words instantly. This was further explained in an article by Linnea Ehri (Learning to read words: Theory, Findings, and Issues). Here there was research done because educators where looking for evidence to make decisions on reading instructions for their students. Ehri conducted studie...
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.
In order to be successful in the world, a person must know the basics of reading and writing. Literacy is key in an evolving world like today. It all starts at the beginning of student-teacher interaction in the classroom. There is always an assignment or a teacher that makes an everlasting life changing impression on a student. Senior year of high school, the students in English IV are asked by the principle to prepare a research paper that they think they could apply to community service. Tons of students do their research on cancer, smoking, and obesity. I wanted to be different from the rest. I chose the topic, “The Importance of Early Intervention in Children with Autism”. This topic started a fire within me. It pulled me to learn more than I could fathom.
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.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
Watching my child struggle to read was hard. I even did a small prayer asking for this to work and even gave thanks about someone was willing to help. She got out alphabet flash-cards for an assessment. She gave us a book and told us to read it 20 minutes a day, but use the same book each day without telling us why. When we came back two days later she asked how thing were going. I told her about how David seemed to read the book better each time. April worked with David twice a week most of that summer. We used flash card, site word cards, games, letter blocks, and so much more. Miss April helped teach him and I different techniques like multi-sensory. She even found others willing to help us like Kingsland
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. July, 17,2011. http://www.nichd.nih.gov/publications/nrp/smallbook.htm.
The National Center for Education Statistics (NCES) reported, “that children who were read to frequently are 77% more likely to read or pretend to read and 60% more likely to count to 20 than those who were not.” (National Education Association) This statistic is one of many that demonstrates an emphasis on the importance of parents reading to children at a young age. Not only is there a significant change in children who have parents read to them but there is also a change when schools push more “fun” reading. I think that as a child the factors around you, such as your parents and school, are crucial to the way you view and experience reading and writing.
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,
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission