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Development of Reading ability
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Once in elementary school, I saw other children know how to read a lot faster and better than I did. I remember going to the library and students be on a higher level books than I was. We always had to read aloud in class, I soon became embarrassed when trying to pronounce a word and students giggled, stared, and corrected me. Entering middle school, I become more interested in daunting novels such as Wait till Helen Comes, the Doll in the Garden, and Michigan Thrillers. I loved reading to myself because I felt comfortable, but I remember being made fun of in junior high because I stuttered while trying to read audibly. I lost all my interest in reading and since then I could never get hooked on book in order to read it all the way through.
Instead of mom reading children’s books to me, I read them to her. And if I stumbled upon something I didn’t know or understand, mom helped me out! Soon enough I started reading to her without stuttering of not knowing how to say a word. I started being able to sound out words easier and my fluency became much better than before. First grade came around and I started reading bigger books such as Junie B. Jones and also the Magic Treehouse books. Books became easier to read as I aged and the books I read were getting bigger and bigger. In 5th and 6th grade I read The Red Pyramid, The Throne of Fire, and The Serpents Shadow, a trilogy called The Kane Chronicles written by Rick Riordan. I thought these three books were the greatest three books ever written! I even thought they were better than the hunger games! Especially with the series being based around Egyptian gods and theology, and also managed to tie in kids around my age that I could relate to. Those books made me love reading more than I ever have and I would read them again if I had the time to. Once 8th grade came out along I decided to read a “big boy” book: DaVinci Code by Dan Brown. I thought I was so cool because I was reading a book that my parents have read. It has been the best book I have yet to read so far because it sparked my interest from the first sentence, to the last, there was intense suspense throughout the whole book and I could nonstop
When I was younger, I was interested in reading. I loved leisure reading and used to get different books from the library at least once a week. As I have grown older, I read dramatically less and reading is more irritating. I hate reading and sometimes get annoyed when I have reading assignments in class. Through the years, there were readings that I was forced to read and did not enjoy. It has turned me off from reading for the most part. I know that reading is something that is important, but I also know that it is something that I hate doing most of the time.
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.
Literacy, as defined by the Merriam-Webster Dictionary, is the ability to read and write, and the quality or state of being literate. Although this is a technically accurate definition of the word, literacy to me is more than the comprehension of certain texts and the capability to produce pieces of writing. It is the ability to experience emotions, develop ideas, and draw personal connections to the works of literature being read. It involves possessing the capacity to be able to react to the text positively, negatively, or even neutrally, contributing to a personal development of one’s literary self.
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
Writing doesn’t come easily to me, which must make me a glutton for punishment. It has taken me years of training, learning to structure an essay and unlearning to begin again. Only since attending HSU am I realizing how exceptional my writing has become. Over the course of two semesters, I have seen my writing expand and grow. While I still adhere to the training I received in high school, I am excited to now take these tools and develop my own unique style in the years to come.
this area but I’m going to improve on it. The process of using multiple drafts has
Reading and books became a real struggle for me from elementary all the way to high school because I found it hard to comprehend the books that I was made to read. These books were not interesting to me and I found myself starring at pages for hours at a time and would not know or understand what I read.
Growing up, I was always insecure about my academic performances because I was about a year younger than most of my classmates. My reading was underdeveloped, and my teachers were concerned about my ability to read more mature literature. To aid my reading disabilities I was placed in an intermediate class. However, the class did not push me into the level I was expected to be. In other words, they "babied" me and have me read at the "level" I was capable of. So like any other American school, they just push you along to the next grade. It wasn't until I started the fourth grade, and I was shown the power of reading independently. I used my struggles to read, as my motivation to excel in reading.
I can hear my heart pumping faster and faster. With every breath, it pumps a little faster. I count each person ahead of me in my roll of straight desks. Pam will read paragraph one. Carl has paragraph two and Donna will read paragraph four. That means, I will read paragraph five. I go over every word making sure I can pronounce each one correctly. I am not aware of what the others have read. My only concern is not to make a mistake. It is my turn. Yes, I made it. Wow, glad that is over! What I have described is my early reading experience in elementary school. Reading was not something you did for pleasure. Reading was something you maneuvered through making sure you didn’t explored by the bombs of vocabulary. It was not something you enjoyed.
Reading was never something I fussed about growing up. As a child, I loved genres of realistic fiction. I was hooked on The New Adventures of Mary Kate and Ashley, Goosebumps, The Amazing Days of Abby Hayes, Judy Moody, and especially, Zoobooks and Highlights magazines. My mother was always ready to help build my reading and writing skills. She took me to the library constantly to feed my passion for books and knowledge. I loved exploring the shelfs, organizing the books, and filling up my library cart. I tried keeping a diary in elementary school to keep track of my outings with my parents and grandparents to museums, zoos, movies, and libraries. This flash of writing enthusiasm was spun from books I read in the 4th and 5th grade that were
I will be honest and say that I hardly read, but I have my reasons, or should I say excuses. I used to love reading, I would read R.L. Stine books all the time, because they were my favorite. When I got to 7th grade, I started reading less. I got too busy doing other things that I thought were more important. In 8th grade, I stopped reading altogether. The only time I read was in English class for at least 2 weeks and then I stopped again. So, the last time I read was in May 2015. I am kind of disappointed that I do not read enough, because I used to read a ton and now it’s like
Reading always became tiresome to me. We had a reading block in class everyday. The reading block was to make us read fifteen minutes straight a day. Ms. Peshca, my seventh grade teacher, ensured that the class would read. I never read the books until we started reading The Hunger Games.
Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. (2010, September). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading& Writing, 23(8), 913-930. doi:10.1007/s11145-009-9182-x
Teaching is not a career a person can choose, it is a career that a person must have a passion for. Teaching is a career that requires patience and nobility because it is a job that will require a lot of work with little recognition. I chose my major in education of social sciences because I have always been passionate about helping others. Throughout my life I have had the help of teachers and mentors and I believe I am where I am because of them. One day I want to help children so they can feel like they can do whatever they choose to with their life, whatever it is that makes them passionate. I think that something the US lacks is global education and that is why I want to teach in the social science. In education writing can be informal but it does require different types of research. The main types of research according to Smith and Smith (2014) are lesson plans, curriculum guides, assessment reports, classroom observations, case studies, journal writing, reflection papers, research papers, position papers, annotated bibliographies, electronic portfolios, and conference