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The importance of books in teaching
The importance of books in teaching
Disadvantages of textbooks in teaching
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The state requires middle school students to not only read informational text, but also to apply higher order comprehension skills. Many middle school students are reluctant to read informational text for several reasons: boredom, lack of appropriate skills and the actual textbook. Middle school students are going to have to learn to be dedicated, positive, find the value of informational text, use social motivation appropriately and make good choices in their learning process. Textbooks are meant to be used in classrooms today to help deepen understanding and meaning. However, only using the textbook may cause a frustration due to the lack of skill the student is able to apply. Textbooks need to be supported with a variety of resources that
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 book Readicide by Kelly Gallagher is the ugly truth of the policies adopted in the school system to prioritized test taking strategies for the most part of the day and killing the enjoyment of students reading. The author points out that students’ reading has shifted negatively and the reading percentage has decreased. Students hate to read and classic novels are slowly vanishing from classrooms. The findings to Gallagher’s discoveries are research based and heartbreaking as the movement of standardized testing has been reinforced in most states. There are too many standards to teach and teachers are held accountable for students testing performance. Therefore, educators are forced to do test preps where students are provided with facts to be memorized and lack of comprehension. The author emphasized that students are no longer able to choose a book for the enjoyment of reading. Students’ interests are no longer taken into consideration. Students are reading less and less at school to make time for test prep. Gallagher says that as an educator and parent young
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.
Though commonly only viewed as learning materials for younger elementary-age students, picture books are an innovative and exciting teaching tool for older
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.
All institutions whether attending a university, community, or even a technical college, requires the student to purchase a textbook in order to be successful in the class. Some textbooks aren’t even open all semester and the information and statistics can be out of date and can greatly affect your overall knowledge on certain topics. In addition, cost free text books can enhance the quality of education by the teachers and serve more accessibility to working students. Although councils and administrations can’t approve cost free text books, policies such as, Open Textbook, bookstore rentals, and affordable textbook act should be offered nationwide. As an experienced freshmen surviving the first year of college, textbooks should be purchased free of cost provided by institutions throughout the country.
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...
Outside resources can be assisted in different ways in the classroom. These include articles and other reading materials that can accommodate students with reading levels or use of websites to provide extra practice and review. An artifact or actions to illustrate proficiency in demonstrating knowledge of resources could entail speakers used in the classroom, supplemental materials to provide or recommend for students such as peer-tutoring after-school, or explanations of how able to use aids or specialists in the classroom. These artifacts can be changed or modified periodically through the students’ needs. Finding a balance of reading supplements and engaging programs can be valuable and allow students to share information with guardians at home.
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
Reading is considered one of the most important skills that EFL students need to acquire. According to Bowman, Levine, Waite, and Gendron (2010), reading is important not only in developing language intuition and determining academic success, but also for completing certain task. However, one measure which is used to make the process of teaching and learning effective is related to selecting and adapting reading materials so that they can improve students' comprehension and vocabulary acquisition when they read. Thus, the teacher should provide the students with the texts that can encourage them to keep reading.
In textbook adoption systems, a committee selects or recommends what books and other primary instructional materials actually get to local classrooms. This process is practiced in up to 25 states. Adoption is done mainly in the South and West and dates back to the Reconstruction era. Procedures for selecting textbooks arose in the states in the late nineteenth century. By the early twentieth century, a balance between the numbers of states using state-level or local-level adoption procedures had been established.
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
Furthermore, informational texts found in Reading A-Z talk about different water sources like the Mississippi River where the learner could relate too since the river crosses Minnesota. Part of the assessments done the learner indicated the dislike of reading, but through selective texts of her interest or texts that she could relate and use her background knowledge to engage on the reading would create on her motivation to read. Just as Fisher & Frey (2012) states that few readers read the introduction to know if it the text meets their needs. In order to create engagement on readers, looking at the complexity of a text as a teacher is it vital to maintain the reader joy
DO YOU THINK BOOKS ARE STILL A RICH SOURCE OF INFORMATION IN THE TIME OF ELECTRONIC MEDIA?
The 21st century school library is the hub of student learning with librarians helping with research, encouraging students to read for enjoyment and developing their information literacy skills. All these aspects are important for the current generation of students who have been “raised with easy familiarity with video games, email, instant messaging…Web 2.0 social networking habits, they have developed patterns of engagement that are different from those of earlier generations.” (Godwin, 2008, p. 52). School librarians must create information literacy programs to include Web 2.0 tools to effectively engage this generation. (Carroll, 2011, p. 27). The Millennium Generation or Digital Natives are the first generation to have grown up with technology and librarians must cater to these technology savvy students by providing opportunities to use Web 2.0 technology for researching and sharing information, thus engaging even the most reluctant student.