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English language importances
English language importances
Different teaching methods and their advantages and disadvantages
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Strickland (2005) explained, “Children do need to learn by reading, but what teachers need to do is support them as they read, so they can do what real readers do. This isn’t done through skills and drills, phonics worksheets, or sequencing activities. It’s done through books and talk and listening and thinking” (p. 2). Strickland supported the idea that students need to find purpose in their learning, and when teachers teach through assessment and drill, the students cannot find the meaning or application of their learning.
Assessment and Drill Many factors can influence children’s ability to read (Combs, 2012). Effective teachers, therefore, must regularly assess the students to see how they are doing and to adjust the instruction as necessary.
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Cunningham (2016) defined fluency as “the ability to read most words in context quickly and accurately, with appropriate expression” (p. 46). While rate is often thought to be an indicator of fluency, and slow reading can be problematic, fast reading can be equally troublesome. When students read too quickly, they make mistakes and do not comprehend their reading as well as they do when they do not consider speed the primary goal. Using a timer sends a message to the student that reading is about speed, rather than about meaning. Additionally, a timer adds stress to the students’ reading, diminishing the safe environment that is integral to positive learning. Freire (1993) theorized that many teachers utilize a “banking” concept of education, the belief that education is merely a process of receiving, filing, and storing deposits. As students work to store their memorization, they diminish their critical consciousness and become passive observers of a passive world. Students memorize without knowing why they are memorizing or the true meaning of what they are memorizing. Still, these drills enable them to pass the assessments, which the teachers believe is most …show more content…
2). Consequently, comprehension is the most important part of reading, yet Cunningham and Allington (2016) wrote that it receives the least attention. When students understand the text, they are motivated to read and to learn. Teachers must, therefore, ensure that instruction in comprehension is a priority in the classroom.
Strickland (2005) defined comprehension as the “end product of meaning making” and asserted that teachers cannot fully teach comprehension because “readers themselves bring meaning to the text they read” (p. 85). Similarly, Serravallo (2015) explained that readers can interpret the same text differently because of their unique prior knowledge and experiences. It is important for teachers to realize that students can have different perspectives about the text. Some teachers believe that only their interpretations are correct, but the students’ understandings of the texts may be just as
Students that are able to read with no guidance also may have difficulty with repeating, like the student I assessed. Assessment may be difficult for some students, when they have to sit one on one with an adult, which may cause more error. Teachers should develop a comfort level with their student while the instruction is given to make sure they are able to assess the student one on one with little hesitation from the student.
Assessments should guide instruction and material selection. Any likely manner, assessments should measure student progress, as well as help, identify deficiencies in reading (Afflerback, 2012). One important indicator of reading deficiencies is spelling. Morris (2014), advocated the importance of administering a spelling assessment in order to have a better understanding of a student’s reading abilities. My school uses the Words Their Way spelling inventory to assess students’ reading abilities at the beginning of the year and throughout the reading year.
Comprehension is the purpose of reading. Comprehension is the process of constructing meaning from a given text and applying that to the students background knowledge.
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.
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.
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.
...ents to make a good reader. Therefore, without a certain piece of reading students skills the scaffolding is unstable. Due to a student’s faulty scaffolding, reading does not work cohesive to make the end product a successfully understood story. This concerns me. If I feel like they are falling behind on these skills and their other teachers, my colleagues, are not teaching them these skills, I will and do my best at making it appropriate for my class. Without reading skills, they will be faced with horrible ramifications from their problems to comprehend and understand the vocabulary words they see in their textbooks.
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.
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
“Is There a Text in This Class?” by Stanley Fish, discusses that there can be more than one meaning to a text. One of Fish’s first points was that people usually make assumptions of a meaning based on context and their personal experiences. Context is usually embedded within the language, so people must decode the meaning through how they interpret the context. Fish mentions that people tend to always go with the meaning that is most accessible and that their interpretation of the meanings of a text will be ranked according to the situation.
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
When I was younger, I didn’t like reading much at all. I always questioned my teachers what was the purpose of reading; I never got an answer from either teacher until I was in the seventh grade. Starting junior high school was different from elementary. In seventh grade, we were in our reading class for two hours a day. I asked the teachers why didn’t we have the privilege to stay in our other classes for two hours; I never received an answer from my teachers.
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read
Wise (2014), discusses that within the twenty first century in which the efficient completion of tasks is essential, speed reading is extremely advantageous. Not only does speed reading allow for the quicker acquisition of knowledge, it has shown to influence the brains functionality. Thus, one displays enhanced memory abilities, a higher level of attention and focus as well as a heightened problem solving ability (Wise, 2014). Despite the advantages of an increased reading speed, there is a large and significant disadvantage (Bell, 2001). The danger of developing a rapid reading rate, is that one’s level of comprehension is severely compromised. Therefore, a speed reader would not acquire an adequate amount of information when reading swiftly. It is possible that this disadvantage will have a detrimental effect on the precise completion of various academic and recreational tasks (Bell,