Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
7 pillars of effective reading instruction
7 pillars of effective reading instruction
Reading skills strategies
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: 7 pillars of effective reading instruction
Teaching Students how to read
Learning to read is an on going process. Aesthetic and Efferent reading are the two types of reading a student can do. Aesthetic reading is when people read for their own enjoyment and to make their own visuals and interpretations in their head. Efferent reading is when students read for a specific purpose, for example finding the answer to a test in their textbook. With both types of reading, there are many steps a student has to be made aware of as they are learning. There are five increments of reading before a student becomes fluent. They have to go through the process of pre reading, reading, responding, exploring, and applying. As the reading process is being taught, it is essential to focus on phonics, phonemic awareness, oral language, vocabulary, comprehension, and fluency. Focusing on those things, helps a reader get to the final stage they need to be at.
When students are beginning to read they go through the pre reading stage. That is the stage before a student can read on their own. It is where they start to gain information about a book. It is also when a student can tell why they are going to read. In this stage they begin to look through the book and think of what they think it might be about. Once a student learns to examine the book they move onto actually reading their book.
When they are reading the book, they have different ways to participate. The whole class can have a copy of a book and look at it as the teacher reads. That is called shared reading. Students can be guided as they are reading through this. When they are being guided, they are broken into groups and a teacher walks around to help the children when they may be struggling. Students are...
... middle of paper ...
...dent ability to retain the information they have read. When a student is a fluent reader they can read in a timely manner and with accuracy. When a child can stop at periods and begin sentences where there is a capital letter they are using fluency. Also if they can place emphasis on a sentence give the punctuation mark. Fluency helps in reading because the reader should be able to tell what a word is and know what it means. If a student rereads a story they can practice fluency and become better at it. A teacher can also be the guidance and model when developing a fluent reader. If the teacher does the demonstrating, a student could follow along and eventually learn to become fluent. Fluency can be developed in reading once a student has caught on to phonics, phonemic awareness, oral language, vocabulary, and comprehension.( Learning Point Associates, 2004, pg 18)
The teacher will begin reading the book, but also participate in guided reading, in where she/he will pause every so often to recollect ideas from the students.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
During a test, these students were taken to another classroom area so that the inclusion teacher was able to read the test to them. Self-reading in the inclusion classroom is sometimes avoided as much as possible. The inclusion teacher also stated that there have been tests where the amount of information was lessened to avoid additional frustration being added as they are already struggling with reading the test information. According to the general education teacher, students on occasion are encouraged to read out loud. However, there is more of a push for them to participate in classroom or group discussion. Students that are asked to read aloud are based on their ability. This type of interaction makes for a comfortable learning environment and participation with their peers. She stated that she tries to pre-teach information that they will be covering on that day in the form of a warm up when the kids first enter the classroom. Then when they are exposed to the information later on in the class, it is not a total shock of information to
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.
Literacy, fluency and reading comprehension all play a crucial role in determining how learners acquire skills within the classroom. This paper will review a number of scholarly literatures that give more details about fluency and reading comprehension.
In the case study, it was evident the intervention encompassed the necessary elements required to provide a successful reading intervention for Brett, as suggested by Caldwell and Leslie. Firstly, the tutor determined the severity of the reading problem, after interviewing the parent and analyzing prior reading evaluations. The tutor determined Brett was reading five years below grade level. However, the tutor proceeded to complete an informal reading inventory to assess word recognition, fluency, and comprehension levels. Determining Brett’s independent and instructional reading levels are critical to ensure appropriate reading materials at approximately the 2/3 grade level comprehension, silent rate of a first grader, and oral reading accuracy at a second grade. However, word recognition appeared to be his strength.
As indicated by Ziegler and Goswami (2005), reading is the process of understanding and making sense of speech or written down thoughts. The initial goal of reading is to gain access to the meaning of sentences. To achieve reading student must learn the letters used by their society for representing speech or thoughts as series of visual symbols and they also found that the critical characteristic to develop reading depends on phonological consciousness. Ziegler and Goswami (2005) focused on the psycholinguistic grain size theory, reading acquisition and...
This years group of students have by far been the “neediest” that our school has had. The reason I say neediest is because there are a large number of students who are reading significantly below reading level and some who are barley learning to read. Since I am in a secondary school, the primary educational resources and knowledge on how to teach kids to read is missing. Being a second year teacher with barely any experience in teaching how to read, I am one of the teachers that does not know how to teach these students how to read. By furthering my education, I am making it a goal to learn how to teach reading in a secondary setting.
When I saw my owner reading the first time I thought it was interesting, the second I saw him reading was when I was cleaning the dishes, and I saw him in the living room reading the same book form last time and I said “Sir do mind if I learn how to read” I was expecting a whipping after I asked this question but instead he said “yes” I was so happy but he told me that I couldn’t tell anybody because it is illegal to teach a blacks how to read.
It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as 20 percent of 17 year olds... [are] functionally illiterate and 44 percent of all high school students…[are] described as semi-illiterate”(2004). This is a harsh reality to face – a reality that stems from difficulties developed at the elementary level where reading complications arise and usually go unchecked. These reading difficulties are carri...
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
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,
I was excited to read to the children and define the role as an adult of creating a reading experience for young people. In the Literature for Children book by David Russell, it discusses the adults’ responsibilities as bringing children and books together, giving the children as many different types of literature as possible, encouraging honest and open responses, to challenge children to explore those responses and learn something about themselves, to provide them with the critical language to clearly express their responses, to encourage tolerance, and to encourage mutual understanding. I think its important for me to know these roles because I am approaching the years of adulthood. When I was younger my mother read to me every single night and I believe this was crucial for my development as a child.
Inside the classroom guided reading is usually done in small groups based on their reading level which varies depending on the individual. The aim of the small groups is to have a specific text that they can read without having much trouble about 95% accuracy (ABC reading egg, 2016). Guided reading provided students with individual attention and support from an educator. However guided reading can sometimes be changeling at first but it encourages the student to use strategies they would have learned during shared reading. Guided reading helps a teacher to understand what that student can do and what they are having troubles with (Berne & Degener, 2014.
What makes a piece of literature a classic? This is an extremely difficult and biased question to answer. One school of thought incorporates steadfast rules to qualify for the honor of being a classic, whereas another group of scholars may not be as strict in giving a literary work the title of a classic. The job of giving a novel the coveted brand of 'classic' is an important task and should not be viewed frivolously. Remarkably, a surprising few recommend what the masses should read in order to be viewed as 'well-read' in society. The Great Gatsby is a classic that is required reading in almost every high school in America. What accolades does this novel have to render it such merit?