Six Components of Reading
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.
Oral Language and Phonological Awareness
Oral language is the creation of messages produced with vocals, as opposed to written text or gestures. Today much of our communication is handled orally, especially for students in early years of school that are unable to read and write but must communicate with their teachers. In later years, oral language is heavily focused on in school and students are encouraged to share their opinions mid class and give presentations. This is to prepare students for situations in society and at the workplace where they must be able to communicate clearly and efficiently. Generally, students are expected to possess some level of oral language capability entering kindergarten, which teachers are then expected to build upon (Solley, 2014). Students initially build their oral language capabilities from the millions of words that they hear from their parents and home environment. With different home environments, this leads to varied levels of capabilities between students (Snow et al., 2012, p. 496). To get every stu...
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...nd a sizable vocabulary that contains the words they’re attempting to read. Vocabularies are built with the help of strong phonics skill, which in turn build upon good phonological skills and oral language capabilities.
Works Cited
Snow, P. C., Powell, M. B., Sanger, D. D., Nippold, M., & Schneider, P. (2012). Oral language competence, young speakers, and the law. Language, speech & hearing services in schools, 43(4), 496-506. doi:10.1044/0161-1461(2012/11-0065)
Solley, J. (2014, January 07). [Web log message]. Retrieved from https://bconline.broward.edu/d2l/le/content/118025/Home
Solley, J. (2014, February 18). Literacy for the 21st century: fluency. [Presentation] Powerpoint presented during in-class lecture. Davie, FL.
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.
Deborah Brandt (1998) wrote “Sponsors of Literacy”, a journal where she explained her findings of the research she has done on how different people across the nation learned to read and write, born between 1900, and 1980 (p. 167). She interviewed many people that had varying forms of their literacy skills, whether it was from being poor, being rich, or just being in the wrong spot at the wrong time.
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
Jones-Kavalier, B. R., & Flannigan, S. I. (2008). Connecting the digital dots: Literacy of the 21st
Reading is not just reading words on a paper. It is a process that uses many resources in the brain and the use of strategies. Teachers have to use all six areas of reading to help students learn how to read, what strategies to use when reading, how to interpret a text and many more. Reading is a complex process and this paper will describe the six areas of reading.
Finding a definition of literacy is not as easy as it sounds. The Webster definition says that to be literate is to be” able to read and write.” But to some researchers, this definition is too simplistic, leading to multiple models of literacy. Most Americans adhere to the autonomous model, which falls closest to the standard, dictionary definition. Believers in this form say that literacy is a cognitive activity that students learn like any other basic skill. It has a set of proficiencies that one must master in order to be capable of decoding and encoding text (Alvermann, 2009; SIL International, 1999). A competing theory is the ideological model, which claims literacy is intrinsically linked to culture, and therefore what constitutes a “literate” individual is ever-changing. Society is the largest influence on literacy, according to this thought, and it is affected by politics, religion, philosophy and more (Alvermann, 2009; SIL International, 1999). These two are just the tip of the iceberg. For example, some studies recognize “literacy as competence,” which is a “measure of competence to do a given task or work in a given field,” (SIL International, 1999) such as being computer literate. Although more researchers are recognizing and exploring multiple literacies, the one that most influences American schools is the autonomous, cognitive model – the ability to read and write. For many, it seems a simple task, but millions of adolescents are struggling or reluctant readers, and there are many reasons why young readers have difficulty with reading. XXXXXX------NEED HELP WITH THESIS STATEMENT HERE PLEASE—(This paper will focus on the effects of low reading skills, some of the possible causes of reluctant and struggling readership...
Children today are growing up in a digital world where their surrounding environments are rich with popular culture, leading teachers to reconsider and respond to new pedagogies for teaching literacy in the classroom (Beavis, 2012; Hall, 2011; Petrone, 2013; Walsh, 2010).
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
Pinto, L., Boler, M., & Norris, T. (2007). Literacy is Just Reading and Writing, isn't it? The Ontario Secondary School Literacy Test and Its Press Coverage. Policy Futures in Education, 5(1), 84-99.
“Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of Proust and the Squid: The Story and Science of the Reading Brain. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes — and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use
If words are beyond a student’s skills, students tend to guess the words and they may think reading is too difficult for them to learn, resulting in a lack of confidence in themselves, believing reading is beyond them. Reading and speaking is a process, which takes time and patience. Students should be encouraged to go at a pace, which is not too fast and within their comfort zone. Early learners should be introduced to new ideas gradually and their skills and knowledge built up step by step. The reading skills of a student determine other skills in English. A student’s ability to read will help them through their academic lives and help them become a good writer as they have an understanding of words, phrases and sentences (Johnston, McGeown & Watson, 2011). The sounds of letters are arbitrary, thus difficult to discover without explicit teaching. Teaching phonics explicitly involves the teacher to clearly and consistently pronounce the sounds they are teaching. It is crucial for teachers to develop and continually refine their ability to pronounce the phonemes in words. Phonics is an essential part of reading and instructions need to be explicit and direct. Teachers need to demonstrate the pronunciation of sounds and demonstrate how to blend these
Reading fluency is a very common issue due to a child's upbringing. More than likely, this means that early in the child's life, they were not properly taught and instructed adequately enough on how to write and orally show they understand the words being communicated to them. A poor ability to demonstrate this will reflect in their reading comprehension because they cannot translate words onto paper, therefore will never know their spelling or proper meaning. (Vacca, 2015).
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,
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Not long after birth does the child begins to make cooing sounds. In the event that these sounds are appropriately bolstered, the child begins to babble. These courses of action proceeds until the kid can immolate grown-ups and appreciate the language. Language and literacy have a positive relationship (Dickinson, D. K., & Tabors, P. O. (2001). Keeping in mind the end goal to create strong proficiency abilities, a kid must accumulate solid dialect capacities. Not at all like dialect, proficiency is not a characteristic methodology. It is specifically taught, one aptitude expanding on the following, until there is a big picture. At the point when appropriately acquired the aptitudes can prompt fruitful proficiency capacities. At the point when not legitimately delineated, these same aptitudes can result in a negative effect, or insufficiencies in proficiency improvement. Education takes numerous years to ace. Some major dialect aptitudes that effect education improvement are phonemic awareness, print awareness, and vocabulary skills (Dickinson, D. K., & Tabors, P. O.
Oral language is important in early childhood for several reasons. One oral language is the foundation for student learning. Second oral language is essential for literacy learning and successful use of language is critical for students’ wellbeing. Almost all classroom-based literacy learning depends on oral language. Teachers should always implement oral language in their classrooms because it can lend to enhanced student learning in several ways. Oral language can enhance students’ listening comprehension, vocabulary, social language skills, phonological and grammatical