1. During my elementary years, reading was a struggle for me to understand and comprehend what I was reading. Reading aloud and thinking of messing up a word in front of the class made me nervous and I would begin to sweat. Before it was my turn, I would practice my sentence in my head so I wouldn’t mess up and not be embarrassed. Picture books were my favorite. I could make up what the story was about through the pictures. I would change the stories each time I read it. Older students would come in our class and pick three books to read to their assigned buddy for the day and read to us. I enjoyed listening to others while they read to me. My mom would read to me every night before I went to bed. Sometimes it would be fairytales, or bible …show more content…
As I became older, reading contained more information and details needed to be understood and reflect what was being read. I struggled with vocabulary and reading comprehension and needed some extra support to help me in the classroom. By this time, I had an I.E.P. in place to gain the extra support. My teachers were aware of my accommodations and learning disability. They knew I needed to be taught differently and at a slower pace. Also, I was placed in a resource room to go for extra time on exams or clarification on assignments or lessons. The resource room was a place where I could feel comfortable and ask any questions and not feel judged or viewed differently. The teachers were understanding and provided study skills for me to use while in general education classrooms. The general and special education teachers worked alongside each other when working with me. They would provide weekly readings, break down the questions towards the end, highlight while reading, and take notes while reading. These strategies improved my reading comprehension slowly. Being active while reading was helpful and made me think about what I was reading. Towards the end of the stories I would reread my notes before answering the questions. My reading comprehension was improving each time I was
I asked Student A eight comprehension questions about the text once she was finished reading. She did not have a problem with any of the questions. For example, one of the questions was “How old is Jessie now?” she responded right away with the correct answer “thirteen.” She did not even have to look back to the story to find the sentence; “Now that she is thirteen, Jessie competes with adults.” Student A was able to answer the “right there” questions with ease. Being able to remember key details from a text is crucial to developing the ability to comprehend what she is reading. She is already at a great stage when it comes to text comprehension and this will only help with further development. She had a purpose when she read and was reading for the details as opposed to reading to finish the text. She understood what was happening and if she continues to do this in the future, she will be able to understand more difficult texts by putting all of the key details together. Since Student A is able to recall key information from text, it will allow her to summarize and retell a text with ease. This strength will help Student A as she continues to develop as a reader because as the readings increase in difficulty she will remember the basic key details that she read and recount the story based on the main
We were also required to read a certain amount of books to test on and write stories of our own. This meant that we had to take our knowledge to the test and find books that would interest us. As we went to the library once every week I was very eager to read many different books. I would go home and read so that I could try and finish books as fast as I could. Since I had nothing else to do as a child I always read after finishing my homework. Reading was my favorite thing to do because it kept me from feeling lonely or bored. My parents would see that I was trying my best to read as much as I could, which made them proud of me. They knew that I was capable of becoming a good reader and
As a child, I have always been fond of reading books. My mother would read to me every single night before I went to bed and sometimes throughout the day. It was the most exciting time of the day when she would open the cabinet, with what seemed to be hundreds of feet tall, of endless books to choose from. When she read to me, I wanted nothing more than to read just like her. Together, we worked on reading every chance we had. Eventually I got better at reading alone and could not put a book down. Instead of playing outside with my brothers during the Summer, I would stay inside in complete silence and just read. I remember going to the library with my mom on Saturdays, and staying the entire day. I looked forward to it each and every week.
When I was in the first grade through the fifth grade I was placed in IEP which stands for Individualized Education Program; that was because I was not reading and writing below level. At first this was very frustrating. But over time I just learned to accept it. In the end I was able to get out of IEP and have been fine ever since.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
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
I recall being in the first grade, and my teacher Mrs. Simms was quite fond of having all her students read aloud. Naturally the first couple of weeks in class I was anxious for my first reading assignment. After hearing my fellow classmate's butcher words and read like robots for weeks, I figured I couldn't possibly do any worse. When I finally received my first reading assignment I was so nervous.
Reading has been a part of my life from the second I was born. All throughout my childhood, my parents read to me, and I loved it. I grew up going to the library and being read to constantly. Especially in the years before Kindergarten, reading was my favorite thing to do. I grew up loving fairy tales and thriving on the knowledge that I could have any book I wanted, to be read to me that night. Having no siblings, my only examples were my parents, and they read constantly. Without a family that supported my love of reading throughout my childhood, I wouldn’t appreciate it nearly as much as I have and do now.
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.
I used to take books and make up stories that followed the images. I would read these made up stories to my younger brother and parents as if I were reading the words. Unfortunately, I do not remember the titles of books I liked as a child, but I do remember the images along with the messages of the books. Like my mother, my dad also likes to read. However, he enjoys reading from news outlets, newspapers, and mostly over topics in history.
This was shown to help improve the students’ performance and attention level throughout the day. In the elementary setting I observed this would include being read to by the teacher or silent reading. They students and teacher would then discuss the story schema to help ensure understanding. The students would be asked to identify the stories main characters, conflict and resolution, and plot. In the early
To this day, many people find reading and writing to be easy or maybe even fun. I, on the other hand, find writing to be more challenging than reading. It never came as easy as math did. I used to walk into my math class, sit down and literally learn everything in seconds, but English was a whole different story. Every time, walking into English class I 'd get this weird sensation as if I'm walking straight into failure.
I would come home every day after school, sit in my rocking chair with my stuffed bear, and read books aloud or in my head to anyone that would listen. This gave me confidence in my abilities to read that taught me to utilize that confidence when reading, as this would ensure that I could be
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having
but they do need to be skilled readers for many reasons. Likewise, Sofsian (2006) argued that reading helps students keep in touch with modern writers and makes them sensible to universal issues. Hence, Blake (2010) mentioned that reading comprehension is a paramount key to the world. In the reading comprehension domain, there seems abundant evidence that reading strategies improve literal, inferential and critical comprehension (Palincsar and Brown, 1984; Bereiter and Bird, 1985; King and Rosenshine, 1993; Ozgungor and Guthrie, 2004; Fuchs and Fuchs, 20...