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The importance of reading and writing
The importance of reading and writing
The importance of reading and writing
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Third grade is an important milestone in the educational lives of children and this is time that children must rely on the ability to read in order to be successfully academically. According to the Annie Casey Foundation (2010) the ability to read is critical to a child’s success in school, life-long earning potential and their ability to contribute to the nation’s economy and its security. The skill of reading is vital in ensuring that children will be able to function and contribute to the success or improvement of their communities. Due to various reasons there are times that children never overcome their problem learning to read and this in most cases lead them to simply stop trying. Recent trends show 6.6 million Low-income children in the birth to age 8 groups are at increased risk of failing to graduate from high school on time because they won’t be able to meet NAEP’s proficient reading level by the end of third grade (ACF, 2010). Learning to read proficiently is an important indicator to determine how successful students will be later in their academic life; therefore children who are …show more content…
Providing children with the best reading strategies through the choice curriculum must be a deliberate action; therefore, accountability is being placed on schools and districts to ensure that all students have an equal opportunity to the best education possible. The system of learning to read is an orderly one. There are prerequisites to the art of becoming good reader. Children who miss certain steps will experience difficulty in all academic areas. By in large, the findings from Giles and Tunks (2014) states teachers’ assumptions about teaching and learning have a critical impact on pedagogical
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
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.
Overall, teachers need to take into account all six critical areas of reading when teaching. No matter the subject or time constraints, teachers need to incorporate all areas into the curriculum. Reading is a complex process. If a student does not know to read, a student will never to be able to achieve their best. When using all six areas teachers are using a balanced literacy approach and create greater success for students to succeed in reading and writing.
In the book Redirect, Timothy D. Wilson discusses various “practices” that are effective, not effective, or both and why. He displays research from evidence he finds to prove his argument true or false. He shares his points of views on the different topics and practices he mentions. LifeSkills Training (LST) is one of many programs he mentions. He uses studies from different schools and areas to demonstrate how LST works on students. He refers to one study which took place in New York on fifty-six junior high schools. Students were randomly assigned into LST. Students who were a part of LST were less likely to do any of the following by the end of high school, smoking, drinking, or doing other drugs. Similar results occurred in inner city schools
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.
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.
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...
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.
One important lesson of the past decade, however, is just how difficult it is to close longstanding achievement gaps experienced by students from low-income families, students with disabilities, English Learners, and racial and ethnic minorities. We know from research that these gaps often start during the first years of life, even before children enter our education system, with children from low-income families starting kindergarten, on average, 12 to 14 months behind their peers in language development and pre-reading skills.
When I saw my owner reading the first time I thought it was interesting, the second I saw him reading was when I was cleaning the dishes, and I saw him in the living room reading the same book form last time and I said “Sir do mind if I learn how to read” I was expecting a whipping after I asked this question but instead he said “yes” I was so happy but he told me that I couldn’t tell anybody because it is illegal to teach a blacks how to read.
The program works with more than 100 schools in seven states. The program is geared toward students from low-income families. The statistics for children’s literacy in the United States are astonishing. “In 2011, just thirty-four percent of the nation’s fourth graders in public school could read proficiently” (National Center for Education Statistics, 2011). The program itself has had exponential success.
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.
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,
Every student learns how to read differently and some students are able to catch on very fast, while others, like myself struggled significantly. With the help of teachers, special education providers, after school tutors, and the help of my parents after many years of practice I was finally able to learn how to read. Reading is not the ability to verbally say what the printed word is, but comprehension is also an important factor. The best advice I would encourage teachers to understand is that parental involvement as well as a teacher’s involvement through encouraging the student to never give up is fundamentally important to their success. Learning difficulties can be incredibly frustrating, but with out the support a child will continue to struggle and may never master how to read.
The 2002 NAEP for eight grade students found that, similar to performance levels for elementary aged students, only 32 percent of the nation’s eight graders read at or above a proficient level, while 68 percent read at or below the basic level. Likewise, for the 12th grade students, 36 percent read at or above the desired proficient level and 64 percent scored at or below the basic level (US Department of Education in Catone & Brandy,