Summary
The article, The Reading Experiences and Beliefs of Secondary Pre-service Teachers, was written by Peggy Daisey. Daisey is a professor in the Department of Teacher Education at Eastern Michigan University (190, Daisey). In the journal, Daisey devised a survey that was given to 124 pre-service teachers. The different questions being tested were regarding:
1. What are the attitudes and beliefs about reading of secondary pre-service teachers who reported enjoying reading throughout their lives versus pre-service teachers who reported not enjoying reading?
2. What are the current attitudes and beliefs about reading of these two groups of pre-service teachers?
3. What can be done in a required secondary content area literacy course to change the attitudes and beliefs?
4. How do the predictions about integrating reading into future instruction compare for these two groups of secondary pre-service teachers? (169).
After the study, results revealed that a lot of the influence regarding how they feel reading came from their years in college and high school. An example of a positive influential teacher gave their student a book to read. One of the negative instances were
…show more content…
described as a student not reading what they were supposed to and the teacher got angry and tossed it into the trash can. Instances like these were described bring light to why those particular pre-service educators do not like to read. Afterwards, there are several points where there is advice given to the pre-service teacher on how to take their negative emotions and turn them around so that they can positively motivate their future students to enjoy reading. Relates to Class This article written by Peggy Daisey relates to our class, because of the correspondence between the students in the experiment and to us.
For the clearer fact about the apparent relation regards the idea that the students in 2009 being tested are feeling what we feel right now: anxious, ambitious, and determined about becoming educators. For the fact a little more abstract regarding relation is that each one of us has our own thoughts and feelings about reading. Each past is individualized according to the individual. Various students may or may not like reading because of a past educator(s), the student did/didn’t enjoy what they were instructed to read, and/or the student felt that reading was fun/boring. We may or may not have been in the surveyed group’s shoes when they were
younger. Importance The importance of this article is stated on page 173, “Pre-service teachers are encouraged to set their future students up to enjoy reading.” In addition, in the article, there are different ways of encouraging students to read. Some of the ways of encouragement is by having the student who has had a bad past to keep reading; allow students to choose their own books; have students practice reading their books aloud; college professors should have a class library that their students can look through and borrow what they are interested in. Information such as this is important for students like us to keep in mind as we continue to grow in the education program. A lot of the reasons why the pre-service educators didn’t like to read were because their past teachers didn’t like to read either. With that in mind, because of our own prejudices against reading, they shouldn’t be influenced on the future budding minds that inhabit our classroom on a daily basis. Questions In this article, there are not very many questions that come to mind. However, one of the questions would be, since the article was written in 2009, have the pre-service educators been able to “conquer” their opinions over reading since then? How would the survey’s results change if it were repeated in current times? In addition, the hopes of the article were to “turn the tide” on reading to a more positive note; since then, have the educators been able to motivate students to read?
In the essay titled “How Teachers Make Children Hate Reading” written by John Holt and published in Reading for writers in 2013, Mr. Holt discusses why most children aren’t interested in reading. Mr. Holt spent fourteen years as an elementary school teacher. He believed classroom activities destroy a student’s learning ability. Mr. Holt never let his students say what they thought about a book. He wanted his students to look up every word they didn’t know. People can learn difficult words without looking them up in the dictionary.
The purpose of the research was implied in the introduction and clearly and succinctly stated as follows, “… to examine the role of a children’s book and a regular textbook on fifth-grade students’ knowledge acquisition and attitudes toward social studies and their textbook” (McKinney & Jones, 1993, p. 91). The problem explicitly indicated the population studied (fifth-grade students) and the experimental nature of the research as there were mentioned the independent variables (the textbook and children’s book), the dependant variables (knowledge and attitudes toward social studies and their textbook), and their relationships (the effect of books on knowledge acquisition and attitudes). The authors defined both variables by providing an overview of the book and textbook and describing tests and tests items, however, more detailed information about variables was needed to promote the rigorous understanding of authors’ criterion in selecting them.
...for Education Statistics. Long-Term Trends in Student Reading Performance. Jan. 1998. Web. 2 May 2009. .
On October 10th, 2017 at Springhurst Elementary School, I conducted a “Reading Interest Survey” and the “Elementary Reading Attitude Survey.” These surveys were conducted on a 1st grade student, Jax, to determine what his feelings are towards reading in different settings, what genres he prefers to read, and interests. It was found that Jax doesn’t mind reading, but prefers a few different topics. This was evident through his raw score of 30 on recreational reading, and a raw score of 31 on academic reading.
In the article: Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten by Debra Kamps, Mary Abbott, Charles Greenwood Howard Wills, Mary Veerkamp, and ,Jorun Kaufman they argue that the implementation of small group reading intervention done on the three-tier model of prevention and intervention were beneficial to students. The study was conducted using 83 at risk (reading failure) students during the winter of kindergarten. It was an evidence-based curriculum done in groups of one to six. They concluded that students in the small interven...
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
The Elementary Reading Attitude Survey (ERAS) / © PAWS survey designed by Dennis J. Kear from Wichita State University will be used in conducting this study. It provides a suggestion of student attitudes toward reading. The survey consists of twenty items and can be administered to the entire classroom in within ten minutes. Jim David, the creator of the Garfield cartoon character, and Paws Incorporated, the copyright owner, supplied camera-ready pictures of Garfield displaying a range of emotions from happy to very upset (Kear, 2000). Each item presents a brief statement about reading, followed by four pictures of Garfield. Each pose of Garfield is designed to depict an emotional state, ranging from very positive to very negative.
Summary: Li Moon, a resource specialist in the Hillsborough City School District in Northern California has completed a study about the use of readability measurement. The surrounding school districts (Hillsborough City School District, Millbrae Elementary School District, and San Bruno Park Elementary District) are using oral reading to enhance students literacy. These schools are using the Open court Reading series in order achieve this goal. The teachers were given many short reading passages at each grade level and the students would then read the passages aloud and the teachers would then monitor the students’ progress throughout the year.
Writing and Reading across the Curriculum. Laurence Behrens and Leonard J. Rosen, Boston: Pearson 2011. 274-279
Gunning, Thomas G. "Chapters 1 & 2." Creating Literacy Instruction for All Students: International Edition. Boston, Mas.: Pearson, 2013. N. pag. Print.
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.
Ever since I was a child, I've never liked reading. Every time I was told to read, I would just sleep or do something else instead. In "A Love Affair with Books" by Bernadete Piassa tells a story about her passion for reading books. Piassa demonstrates how reading books has influenced her life. Reading her story has given me a different perspective on books. It has showed me that not only are they words written on paper, they are also feelings and expressions.
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.
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
Literature has an enormous impact on a child’s development during the early years of his or her life. It is important for parents and teachers to instill a love of reading in children while they are still young and impressionable. They are very naive and trusting because they are just beginning to develop their own thoughts, so they will believe anything they read (Lesnik, 1998). This is why it is so important to give them literature that will have a positive impact. Literature can make children more loving, intelligent and open minded because reading books gives them a much wider perspective on the world. Through reading, children’s behavior can be changed, modified or extended, which is why books are so influential in children’s lives while they are young (Hunt, 1998). Literature has the power to affect many aspects of a child’s life and shapes their future adult life.