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Reading skills and strategies
Reading skills development
Reading skills development
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For this assignment, I reviewed the Speed Reading Fundamentals through the Lynda website. Throughout high school and college, I have desired to improve my reading skills; while they are similar to the average individual, I wish to become a more advanced reader. This Lynda assessment delves into various subjects such as reading with electronic devices, speed reading, comprehending the information being read, etc. With these lessons, I have found various skills and advice in order to help enhance my reading proficiency. Speed Reading Fundamentals has provided me with numerous exercises to utilize in order to improve my reading. Over the years, I feel I have struggled with my reading skills as I have, unfortunately, procrastinated on my reading
Without much thought, authors use brilliant techniques in order to portray the images and stories that they wish to tell. The novel, How to Read Literature Like a Professor, by Thomas C Foster, helps readers discover the hidden truths among literature and the brilliant techniques that the authors use as well as learn how to add innovative concepts into their writing in order to portray exactly what they are trying to say. It is evident that in A Thousand Splendid Suns the author, Khaled Hosseini, unconsciously uses some of the brilliant concepts that Foster addresses in his book. Khaled Hosseini, the accomplished author, habitually uses the concepts by Thomas C Foster in How to Read Literature Like a Professor, therefore making Hosseini an iconic author.
It took me awhile, but finally I started to get faster. I read every time I got. Out loud. In the car. At recess. Eventually I even read in my head.
“The Ethics of Close Reading: Close Encounters” is an article written by Jane Gallop for the 2000 Journal of Curriculum. It discusses the topic of close reading itself, the social impact of the concept, the ethical aspect of reading, and the various ways close reading can be applied to daily life. The term “close reading” is used in the article more than fifty-one times, and defined on twelve separate occasions, generally being defined as, “looking at what is actually on the page, reading the text itself, rather than some idea “behind the text.” It means noticing things in the writing, things in the writing that stand out” (Gallop p.7).
A.R. reading is the new choice of torture among teachers across the Issaquah School District (411). A.R. stands for Accelerated Reading.
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.
...ilding Reading Proficiency at the Secondary Level: A Guide to Resources." Southwest Educational Development Laboratory (2001): 1-150. ERIC-Education Resources Information Center. Web. 17 Feb 2011.
Montgomery, Martin, et al. Ways of Reading: Advanced reading skills for students of English literature. 2ndedition. London: Routledge, 1992.
When the question arouse about the various ways to help improve reading in an African American classroom, many parents started to become more and more concerned. Students’ progress in reading is arguably the largest concern compared to any other subject taught in school, and rightfully so. Nothing is more important to academic success than being an adequate reader. Current research in reading attests that children who read extensively become better readers and writers over time. In order for a student to achieve in English, math, science, history, geography, and other subjects, appropriate reading skills must be developed to the point that most of them come natural. A substantial amount of students should not be struggling with recognizing
Forty-four million adults in the United States are unable to read a simple story to their children, and 50 percent of adults have literacy skills below an eighth grade level (Literacy Project Foundation, 2015). A contributing factor to this situation is that many secondary students are graduating high school with the inability to read at a college and career reading level. Studies have found that only 36 percent of high school seniors performed at or above the proficient reading level, while 27 percent performed below the basic level (U.S. Department of Education, 2013), and only 44 percent of high school students in the United States met the reading-readiness benchmark on the 2013 ACT college entrance exam (Alliance for Excellent Education,
In this paper, I will analyze reading strategies for the content area of language arts in a fifth grade class. Reading comprehension is one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter, whether it’s science, math, or social studies as well as everyday living skills. The content areas typically included disciplines like science, social studies/history and math, but any area outside of English literature instruction constitutes a content area. The reading associated with content area courses reflects not only the concepts and ideas important to these subjects, but also the text structures used by those practicing the field.
According to Temple et. Al, there are components for reading. “Reading is the act of getting meaning from a written text.” (Temple & Ogle & Crawford & Freppon, 2005, p.7) There are steps to learn to read; first step is “word recognition.” This activity is that readers recognize letters and words. Next step is “phonemes” which is the smallest sounds in language. Readers who in “phonemic awareness” are able to know how to make sounds with letters. In “comprehension” step, readers are able to understand what they are reading. They can improve reading ability by expanding knowledge of vocabulary. If they can understand words faster than previous time and accurately, they are on “reading fluency” step. The last step, which is “interpretation” or also known as “critical reading”, is a time when they are able to understand author’s thought and mind by reading their words and arguments. National Reading Panel categorized literacy by areas of alphabetic, fluency, comprehension, teacher education and reading instruction, computer technology, and reading instruction. Alphabetic includes
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 ability to read fluently in a second or foreign language is a very important issue. Reading fluency is the ability to read quickly, easily, and smoothly. A fluent reader reads and understands books with minimum effort and at a fast speed. Basically, a fluent reader has the capacity to decode automatically, build up sight vocabulary, and comprehend in context. According to Nation, reading speed and comprehension are very important for ESL/EFL students to proceed through their academic courses successfully. Until recently, many ESL/EFL learners have faced a problem with slow reading. A number of experts in the linguistic field have expressed their concern about this issue. For example,
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Macalister, J. (2010). Speed reading courses and their effect on reading authentic texts: A preliminary investigation. Reading in a Foreign Language, 22(1), 104.