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Conceptual framework about learning style
About learning styles
Cognitive Development in Early Childhood
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Summer was here! I was booked for sleepovers then of course, swimming all the time, but pure summer fun was the only thing on my mind. I can’t think of another summer that I enjoyed (at a young age of course) more than this one but then I was struck with the most disturbing news I thought I could ever hear as a child. “You’re going to have to take a reading program with your brother” I honestly thought it was a joke! Reading wasn’t a tough subject for me so why on earth do I have to give up the rest of my free time? This was a non-negotiable situation and just as quick as my summer fun began the quicker it ended.
I was nine years old and at this time and there was a very popular reading program called “Hooked on Phonics” Now this program was to help enhance your reading, writing, and
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However in all honesty I felt I was already a pretty good reader! By the 4th grade I was doing spelling bees, and I was acing all of my spelling and reading test, so I was thinking “Why Me?” More importantly why is this ruining my summer! I was very displeased, until my mom broke it down to me. You see, my older brother couldn’t comprehend things as well as I could so my mom felt that if he and I did the program together he would be more interested in learning. So for the purpose of helping my older brother, I agreed to do the program (as if I had a choice.)
Did I fail to mention that “Hooked on Phonics” was for an age group younger than me? I think that’s the real reason I was so closed minded to doing this program. Not only has my summer been terminated, but now I’m taking a reading program for age group younger than myself! I’m sure if I knew what it was like to be insulted, I would’ve felt that way! Since my parents both worked full time jobs during the summer, they weren’t around to help us, so of course we had to get a tutor! The tutor wasn’t that bad; she actually turned a very dull and pretty boring program,
As soon as I got home I sat in my little recliner with my book ,and started to try and read it. I was upset at first because I wasn’t as fast as people who had read to me were. It was a lot harder that it looked. I wasn’t yet used to all the words and when I was at Lamar I did have trouble reading a little bit.
My relationship with writing has been much like roller coaster.Some experiences I had no control over. Other experiences were more influential. Ultimately it wasn’t until I started reading not because I had to read but because I wanted to, that's when my relationship reached change. I would have probably never cared about writing as I do today if it weren't for the critics in my family. When I was a child, my aunts and uncles always been in competition with who's child is better in school. I have always hated reading and writing because of the pressure to prove my family wrong was overwhelming for me. I had to prove them wrong and show them that I was capable of being "smart" which according to them was getting straight A's in all your classes.
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
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.
My literacy journey began long before I had actually learned how to read or write. While recently going through baby pictures with my mother, we came across a photo of my father and I book shopping on the Logos boat, a boat that would come to my island every year that was filled with books for our purchasing. Upon looking at this picture, my mother was quite nostalgic and explained how they began my journey to literacy through experiences like this. My earliest memory of experiencing literature was as a small child. My parents would read bedtime stories to me each night before I went to bed. I vividly remember us sitting on the bed together with this big book of “365 bedtime stories for 365 days” and we read one story each day until we had
Up until the fifth grade, reading was boring for me. I also have dyslexia, so reading was always challenging for me. The letters in the words would switch around, my sentences would fuse together, and it would take me a long time just to read one page. I
Reading Recovery started in 1984-85 and allowed over 2 million first graders and tens of thousands of teachers to participate in the program. The progress that children make is closely monitored from the very beginning. The results show that 75% of children achieve grade-level standard.
Throughout my childhood I was never very good at reading. It was something I always struggled with and I grew to not like reading because of this. As a child my mom and dad would read books to me before I went to bed and I always enjoyed looking at the pictures and listening. Then, as I got older my mom would have me begin to read with her out loud. I did not like this because I was not a good reader and I would get so frustrated. During this time I would struggle greatly with reading the pages fluently, I also would mix up some of the letters at times. I also struggled with comprehension, as I got older. My mom would make me read the Junie B. Jones books by myself and then I would have to tell her what happened. Most
When I was younger, about five years of age, I had started using a reading and communication program called Hooked on Phonics, a program you can use at home that teaches a young child to be able to sound letters and words. Eventually at older ages, this program introduces you
Excerpt #9 (for grammar and plagiarism) Conceptual Underpinnings Reading Recovery is based upon ten principles and the success of the program lies within the integration of these principles with careful, sensitive application throughout the 30 minute Reading Recovery lesson. Each lesson looks differently for each child who is learning to read and write. (The ten principles are Phonological Awareness, Visual Perception of Letters, Word Recognition, Phonics and Decoding, Phonics and Structural Analysis, Fluency, Comprehension, Balanced and Structured Approach, Early Intervention, and Individual Tutoring.) Phonemic Awareness- Phonological Awareness is the awareness that language is composed of sounds and the understanding of the relationship
O'Donnell, M. P. (2001). Do Intensive Phonics Programs Help Struggling Readers? The New England Reading Association Journal, 4-10.
Learning a new language isn’t always easy. It has it’s up and down moments but once I learned that new language I felt accomplished and a lot of new opportunities open for me. My point is that learning English for me wasn’t easy, but once I learned English, I was able to help out my parents more and a bunch of new doors opened for me. You can say by knowing English I had a little more power now at home because they depended a lot on me now but it also felt great just to help them out with their English.
There are many different types of events that shape who we are as writers and how we view literacy. Reading and writing is viewed as a chore among a number of people because of bad experiences they had when they were first starting to read and write. In my experience reading and writing has always been something to rejoice, not renounce, and that is because I have had positive memories about them.
I've started to do more activities and hobbies. This lead to me struggling to read on my own. I got in tenth grade english for my second semester and I have to read for the class. I found some down time like weekends and during school. I’ve started to pick it back up since I was forced again in my
The ability to read is vital to a child's success in school and throughout life. However, reading achievement in the U. S. is low. In fact, according to the most recent national assessment of educational progress, 44% of U.S. students read below the "basic" level, meaning they exhibit little or no mastery of the knowledge and skills necessary to perform work at grade level (Collins, 79). These statistics have driven school districts, parents, and students scrambling to find something to turn the tide of reading failure. They are searching for a solution that will have a lasting impact on a child's reading ability. Many have adopted the Reading Recovery Program as a viable solution to the problem. The issue to be addressed now is; Does this program provide an effective solution to the reading problem that is plaguing students of the US?