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The importance of reading achievement
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Positionality Memo I am a passionate reader. I enjoy reading. It has given me the tools I need for my academic success and to have a wider vision of the world and my surroundings. I love to read; it is what I do, I read.
I could not start this Positionality Memo without stating how much important is reading to me. This is not a practice that I have just recently started to develop; rather, it has been with me since I can remember. It has been one of my strengths as a PhD student for whom reading is not just required to be a constant practice, but also a demanded skill to fit in the academia. It is difficult for a foreign female student, married with two children to cope with the intensity of being a PhD student; however, reading has been
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My role as an instructor was to make my students engage with reading as a constant practice not just in the language they were learning, but also in Spanish. Despite the constraints of a given curriculum, I managed to offer my students an environment where they were exposed to multiple reading strategies and practices. I promoted open discussions about the topics my students were interested to read about. However, through this experience, I was not able to identify struggling readers. I thought that if the reader is struggling, the best way to overcome this difficulty is by reading more. My pre-conceptions of reading at this point did not allow to me to distinguished the importance of reading support for college …show more content…
In this position, I have developed a different relationship with the students I work with than the one I did as a college instructor. I have developed deeper relationships with my students. I know when they have academic, financial, health, and personal problems. These deeper connections made me realized that my students need continuous and effective support, which would allow them to become independent and critical individuals. Reading plays an important role in this matter. I have seen my students trying very hard to make sense what they read and use it to construct their new knowledge. I have seen their frustration for not achieving the demands of reading at a college level. I have also seen them overwhelmed by “big” textbooks which were not meant to be read. The experience I have gained during these years as a case manager has made me realized that the reading challenges of college students are sometimes underestimated. It is my responsibility to enlighten my students’ reading challenges, to reflect on them, and to provide the support and guidance they deserve to overcome their reading
In his essay, “History for Dollars,” David Brooks argues the importance of the study of the humanities to improve your reading ability and i agree because the humanities focus on reading and it helps improve your reading skills because you’re gaining more knowledge of reading. He talks about the enormous power of being that one person in the office who can write a strong and concise memo. He stresses the idea of one who has the ability to read for understanding, write, and paraphrase issues with efficacy helps you in life succeed in
In the essay, “On the Presumption of Knowing How to Read”, by John Guilliory, He emphasizes the lack of articulation on reading in college. Guillory states “Upward of forty percent of college freshmen are directed to remedial classes of some kind in their first year” (qtd by Guillory 8). He claims that freshmen in college are put in remedial class for writing because the lack of understanding of what they are reading. He also states that many students that are not in remedial classes may also lack the interpretive skill. He has seen many students just be able to paraphrase and give an unobjectionable comprehension of the reading. Guillory states that not being able to move beyond simple understanding seems as if there is a resistance to reading. Guillory suggests that we need to learn the conceptual break in reading.
Reading is on the decline and our reading skills are declining right along with the amount of reading we do. This is happening right across the board through both genders, all age groups and education levels, people are busy and they just do not have time to read books that they are not required to read for school or work. There are serious consequences to this neglect of reading that will continue to worsen if ignored. We need to take notice of what is happening to our culture and stop this situation from continuing, we must act to correct these issues that we are faced with. These things are discussed in the essay “Staying Awake’’ by Ursula K. Le Guin who uses the NEA essays “To Read or Not to Read’’ and “Reading at Risk’’ to support her argument that there is a decline in the amount of time that we are spending on reading and our ability to understand what it is that we are reading.
Although the greater picture is that reading is fundamental, the two authors have a few different messages that they seek to communicate to their audiences. “The Joy of Reading and Writing” depicts how reading serves as a mechanism to escape the preconceived notions that constrain several groups of people from establishing themselves and achieving success in their lifetimes. “Reading to Write,” on the other hand, offers a valuable advice to aspiring writers. The author suggests that one has to read, read, and read before he or she can become a writer. Moreover, he holds an interesting opinion concerning mediocre writing. He says, “Every book you pick has its own lesson or lessons, and quite often the bad books have more to teach than the good ones” (p.221). Although these two essays differ in their contents and messages, the authors use the same rhetorical mode to write their essays. Both are process analyses, meaning that they develop their main argument and provide justification for it step by step. By employing this technique, the two authors create essays that are thoughtful, well supported, and easy to understand. In addition, Alexie and King both add a little personal touch to their writings as they include personal anecdotes. This has the effect of providing support for their arguments. Although the two essays have fairly different messages, the authors make use of anecdotes and structure their writing in a somewhat similar
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
Ackley, Katherine Anne, ed. Perspectives on Contemporary Issues: Reading across the Disciplines. 6th ed. Boston: Wadsworth, Cengage learning, 2009. Print.
After reading the essays in Ways of Reading this semester I find validity in the old cliché I still have much to learn. In particular, I thought I knew what major philosophical arguments grounded the field of education however I never realized how many diverse debates are occurring in the field of literacy education. In concluding a theme from the essays, I would suggest a common theme of contextualization and its importance to both writing and education. In Authority and American Usage, David Foster Wallace writes, “you need more than one dialect to get along in school” ( ). Wallace’s quote represents a conclusion of an argument about the role context plays in regards to efficiency with language. In this case Wallace uses the example of a boy who is excellent at rapport with his teachers
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...
X, Malcom. "Learning to Read." Wardle, Elizabeth and Doug Downs. Writing About Writing A College Reader. Boston: Bedford/St.Martin's, 2011. 353-361. Print.
I read because it brings me pleasure and because I never want to stop learning. Recently I have been reading a lot of multicultural women's literature and Victorian medical textbooks.
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 understanding that results is called reading comprehension” (Richards & Schmidt, 2002, p. 443). And River (1988) notes that reading is a problem-solving activity that involves the reader in the process of deriving and constructing meaning. There are three parts in the reading skill; “the first one is the identification of the black marks; the second is correlating them with linguistic elements; and the third is correlation of the result with meaning which is essentially an intellectual skill; this is the ability to correlate the black marks with the meanings which those words represent”. (Brumfit, Flavell, Hill & Pincas, 1980, p. 89) Reading is regarded as a main source of comprehensible input and as the skill that many serious learners most need to employ (Eskey, 2002). Carrell and Eisterhold (1983) concluded that: our understanding of reading is best considered as an interactive process that takes place between the reader and the text. The basic concept is that the reader reconstructs the text information based in part on the knowledge drawn from the text and in part from the prior knowledge available to the reader. Reading as an interactive process refers to the interaction of many component skills potentially in simultaneous operation; the interaction of these cognitive skills leads to fluent reading comprehension. Simply stated, reading involves both an array of lower-level rapid, automatic identification skills and an array of higher-level comprehension or interpretation skills.
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...