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The importance of reading achievement
The importance of reading at an early age
Need and importance of teacher education
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Introduction Since the induction of the Elementary and Secondary Education Act of 1965, our nation continues the endeavor to provide fair and equal opportunities for all students, regardless of their race, ethnicity, socio-economic background, native language, or disabilities. Along with this undertaking is the emphasis of accountability, testing, and new standards that aim to prepare students for college and career readiness. The biggest challenges teachers face is how to meet the needs of all students and how to close the gaps in student achievement. Lacina and Griffith (2016) state, “over the last decade, school demographics have shifted; many countries have been in turmoil because of war, and poverty continues to be one of the greatest challenges to students …show more content…
Martínez, Harris and McClain (2014) maintain that, “among all of the academic skills a student learns in school, none is more fundamental than reading” Furthermore, they believe that competence in reading is essential for education, employment, productive citizenship, and living a successful and satisfying life. (p. 129) Daggett and Pedinotti (2014) explain that “life outside of school requires substantially higher levels of reading proficiency than most students experience in the high school classroom and even in post‐secondary education” (p. 1). Students, who struggle with reading in early elementary years, tend to fall farther behind as they progress through the educational system. Fiester (2010) confirms, “The National Research Council asserts academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of third grade” (p.9) Thus, efforts to meet the needs of all learners remains a priority across the nation. As a result, states and districts require schools to submit school improvement plans, which identify specific needs based on data, strategic goals and instructional strategies targeted toward
After watching the Teach Us All documentary on Netflix, it opened my eyes to many of the issues regarding educational inequality. The study looked at schools in Little Rock, New York City, and Los Angeles to show us the current state of U.S. education and how far we have come since the school desegregation crisis. The thesis of this documentary is that since the efforts of the Little Rock Nine, our belief is that educational inequality has improved when in reality, it hasn’t improved and the actions of our country have had negative effects. Teach Us All emphasizes the need for unity and collective action to improve our education system for the kids in poor communities that are in the most need. Our country has devoted all the resources to the middle and upper class for education and are taking money away from where it needs to
The first issue that has been identified as a significant problem involved in the Achievement gap, is that it is partially the fault of America's educational system. Because of the suffering economy that has spurred the increasing lack of basic necessities in schools across America, there are an increasing number of children who are not being properly educated. Whether it is a deficiency in supplies, poor teacher selection, or administration and staff who are indifferent to the students at their sch...
Education is an integral part of society, school helps children learn social norms as well as teach them how to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. These schools have lower test scores and high dropout rates. In Trenton Central High School West, there was an 83% proficiency in literacy and only 49% of the students were proficient in math. Many of these students come from minority backgrounds and are often from low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial reasons to explain the poor performance in these districts. Through a process of teacher lead budget committees and further teacher education, urban schools can be transformed and be better equipped to prepare their students for the global stage.
Reading is a critical skill that provides a framework for interdisciplinary learning and success throughout one’s schooling and into adulthood. Research indicates that students who are proficient readers also tend to perform well in other domains, such as mathematics and science (Melekoglu, 2011; Valleley & Shriver, 2003). Students who have difficulty reading at the primary level will likely have low achievement outcomes as they progress to the upper grades (Fuchs, Fuchs, & Kazdan, 1999; Melekoglu, 2011). Mastering remedial reading skills becomes increasingly difficult as students move from primary to intermediate grades where the focus shifts from learning how to read to reading for the purpose of acquiring content-specific knowledge (Chall, 1983; Deshler, Palincsar, Biancarosa, & Nair, 2007; Lee, & Zentall, 2012; Lenz & Deshler, 2004; Melekoglu, 2011). Building motivation to read in students may result in higher levels of reading frequency and achievement (De Neaghel, Van Keer, Vansteenkiste, & Rosseel, 2012; Guthrie, Wigfield, Metsala, & Cox, 1999; Taboada, Tonks, Wigfield, & Guthrie, 2009; Van Elsäcker, 2002; Wigfield & Guthrie, 1997).
In society, education can be seen as a foundation for success. Education prepares people for their careers and allows them to contribute to society efficiently. However, there is an achievement gap in education, especially between Hispanics and Blacks. In other words, there is education inequality between these minorities and white students. This achievement gap is a social problem in the education system since this is affecting many schools in the United States. As a response to this social problem, the No Child Left Behind Act was passed to assist in closing this achievement gap by holding schools more accountable for the students’ progress. Unsuccessful, the No Child Left Behind Act was ineffective as a social response since schools were pushed to produce high test scores in order to show a student’s academic progress which in turn, pressured teachers and students even more to do well on these tests.
So, as the demand for school readiness grows, and the importance of reading comprehension is stressed, researchers can look at the school that works best. This can be done through direct comparison of reading comprehensio...
The National Research Council (Snow, Burns & Griffin, 1998) believes academic success is easily predicted based on the child’s reading ability by the end of third grade. Our Nation encounters many challenges with the bewildering task of improving literacy skills amongst our Nation’s youth. U.S. House of Representatives, Andrew Coulson (2011) explains while there is no evidence of gains in reading and math scores based on the family income, there is, however, alarming evidence of the continued discrepancies among students’ abilities based on the parent’s education level. Even after 40 years, there continues to be a gap between children of parents who failed to graduate high school and children whose parents completed college. The following graph illustrates the amount of Federal expenditures and the impact of using these monies for interventi...
Hollins and Guzman (2005) noted that among the most critical challenges facing the nation is providing high-quality schooling for all students, especially those presently underserved by the educational system, including students of color, low-income students, English-language learners, and students in rural and urban settings. Hollins and Guzman (2005) discussed the recent report from the National Center for Educational Statistics (NCES, 2003a), the report indicated that the 100 largest public school districts in the nation enroll 23% of all public school students. Sixty-nine percent of those were minority students, and 54%were eligibles for free and reduced-price lunches. This is especially relevant in consideration of the expectations of
It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as 20 percent of 17 year olds... [are] functionally illiterate and 44 percent of all high school students…[are] described as semi-illiterate”(2004). This is a harsh reality to face – a reality that stems from difficulties developed at the elementary level where reading complications arise and usually go unchecked. These reading difficulties are carri...
...ities. It also provides verifiable evidence that supports my points that contribute in helping children to gain reading comprehension in order to resolve reading difficulties at school and at home as well. Having proficient reading skills is critical to success. When students are not able to be competent readers, they are at risk for academic, behavioral, social, and emotional difficulties. Because all students have the right to be provided with educational knowledge, children with reading disabilities also have the potential to be successful academically and socially. By doing this, teachers can change the trajectory of those children who are at risk for failure in reading comprehension skills. All this information is based on effective researches and practices given to students to increase comprehension skills and better tackle their reading disabilities.
With the pressures of state testing and the College and Career Readiness Performance Index, our school’s Better Seeking Team examined what we could do to increase student achievement. During our investigation, we realized our students in grades three and five were not doing well in the literacy area, specifically with their Lexile scores. First of all, Lexile was not something we knew much about because our school had always used grade equivalency, not Lexile to measure students’ reading ability. This curriculum-based issue would need more concentration, not just for our students but for our teachers as well. Secondly, we realized the impact these Lexile scores had on our students’ overall GA Milestones scores. After all, it is the Lexile score
Improving Reading in the Primary Grades goes into depth on how we can increase children’s reading skills by helping children sound out certain words, which makes them understand the word more. By doing this, children understand what letter represents which sound. If literacy is neglected from primary schools, the neglect continues as the child gets older advancing into higher grades. Vocabulary plays a major role in comprehension therefore if teacher’s neglect spending time on vocabulary, the chances of the child being able to grasp comprehension diminish. Early Literacy Instruction in the Climate of No Child Left Behind encompasses the concept of children striving for greatness. Teachers work to make students comprehend the material being presented to them. In order to make sure students are at grade level reading, reading programs for kindergarten through third grade has been developed. They are running to establish the concept of all students maintaining high-level education. Teachers ensure that the time they have with students is being used to its full capacity. Upon reading these articles, upcoming teachers are able to incorporate strategies in hopes of enhancing reading comprehension skills of
A problem that I believe is becoming a bigger issue now, than ever is the underdevelopment of childhood literacy. In the 2013 National Assessment of Educational Progress reading test, sixty percent of fourth graders across the United States are not reading at grade level. Since 2013, the numbers of under developed reading skills in young children have only increased. In 2015, the same test came back but the number of students not meeting their benchmark was sixty-six percent, which is two-thirds of children set up for failure at such a young age.
With over 27 years of experience in the classroom, Mrs. D has a vast array of knowledge in teaching literacy with many different age groups. Throughout her years of teaching, she has always believed that a teacher should always know where the breakdown of learning is in a struggling child. For example, knowing that a child had difficulty understanding letters, it helps a teacher know what areas to target in order for the student to overcome and be able to meet the standards and objectives in place for the student. She believes in programs and activities like reading aloud, shared reading, guided reading, and just right. In the Seattle School District, many of her students are ELL and/or low-income. When it comes to the Common Core State Standards, she does not believe that the testing required with it is culturally responsive. She strongly believes that some assessments do not cater to the low-income students. She gives examples like her Native
Reading is a lifelong skill. It is a cornerstone for a child's success in school and, indeed, throughout life (Küçükoğlu, 2012). Without the ability to read well, opportunities for personal fulfillment and job success inevitably will be lost. The ability to read well constitutes one of the most valuable skills a person can acquire. Reading achievement predicts the likehood of graduating from high school and attending