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In this modern era, adult literacy has been of growing concern for school boards and employers alike that there are many standardized means of testing writing and reading comprehension of potential candidates. With each step we move in pursuit of more advanced technologies and enhanced social media experiences, many experts have come to wonder if we are detracting too much from our learned skills such as reading. Many teachers complain that it is in this era that the elders have failed to encourage reading from young age. The striking reality is that with all the technologies acting as a distraction even to adults, it is truly difficult to grab a child’s attention. According to the US Army Medical Department, a child entering kindergarten has an attention span of only fifteen minutes meaning that once the child is bored or uninterested with task at hand, they will resort to distracting themselves with something else. But how do you keep a child interested at any task much less reading? The answer is that reading must begin in classrooms. It is the society’s responsibility to revamp our educational system such that our classrooms reflect qualities we look for in order to simulate reading in classrooms. First, dedicated reading areas with books that would be of interest to students are the right way to begin. Second, the teacher must share in the responsibility of encouraging students to read by allocating time for reading activities and incentivizing those who read. Last but not least, this responsibility also extends to the community which can contribute by donating money or unused books lying in their basements. It is thereby possible to simulate reading in classroom if these simple steps are followed.
Schools can use the man...
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... materials; allocating time and grades; involving community in the effort to support monetarily or resource wise are effective measures that must be followed to simulate reading in classrooms. These steps help foster reading habits in students and nurture literacy. Simulating this desired habit of reading, creates good citizens in the future who give back to the community by further encouraging the habit of reading, the very habit that benefited them. This, in turn, creates a chance for this virtuous cycle to repeat, making a trend of reading. If we do this now, we can expect the future to be prosperous, technologically advanced and yet one defined by high moral standards slowly cultivated by regular reading in classrooms.
Works Cited
U.S Army. "Attention Deficit Disorder (Short Attention Span)." n.d. Evans Army Community Hospital. Document. 10 April 2014.
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
National Institute of Mental Health (1999). Attention deficit hyperactivity disorder, Retrieved April 2, 2003 from www.nimh.nih.gov/publicat/adhd.cfm#adhd3
...f Attention Deficit Disorder.” The New York Times. The New York Times Company. 14 Dec. 2013. Web. 5 March 2014.
Merrow, John. “Attention Deficit Disorder: A Dubious Diagnosis," The Merrow Report, New York, October, 1995.
Burns, Paul C.,Roe, Betty D., and Ross, Elinor P. (1992). Teaching Reading in Todays Elementary Schools. Boston: Houghton Mifflin Company.
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.
In this world, we are blessed with gift to fulfill our needs in community, church, and families. Children are gift from God. They are angles that were brought in to this Earth to take care and be well educated for better future. In order for children to become well-educated, they have to be successful in reading. If children cannot read words-by-words and understanding it’s meaning, they cannot achieve in other content areas such as Mathematics, Social Studies, Science, and Health. What if children can read? They can understand how to solve word problems, summarize a short story, explain history of their country, and perform science activities. Reading is very important to learn in school and at home. In school, there are effective teachers who worked hard to teach children how to decode words, sound out letters, read fluent, accuracy, and comprehend stories. But, can these effective teachers do the whole job alone? Who are the important supporters in children’s educational life? Parents played an essential role in every child’s educational life. Parents are children’s first teacher to teach them how to say words, sing songs, and counting numbers. “Parental involvement is an important factor in children’s literacy development” (Rasinski, 2003, p. 1).
The teaching of reading has gone through numerous transformations and controversy continues over what is the best reading instruction. However, there is overwhelming evidence that the use of authentic literature and time for children to read, discuss what they have read and hear fluent readers, are critical to success.
Dowdy, C., Patton, J., Smith, T., & Polloway, E. (1998). Attention-Deficit/Hyperactivity Disorder in the classroom. Austin, Texas: PRO-ED, Inc.
Attention Deficit Disorder is a chronic disorder which can begin in infancy and can extend throughout adulthood while having negative effects on a child's life at home, school, and within the child’s community. The term Attention Deficit Dis...
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.
Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. (2010, September). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading& Writing, 23(8), 913-930. doi:10.1007/s11145-009-9182-x
Sosin, David, and Myra Sosin. Attention deficit disorder. Westminster: Teacher Created Materials, 1996. 1-15. Print.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
The authenticity of Interactive Reading is clear and therefore leads us to explore HOW we, as teachers, incorporate this strategy in our teaching most effectively. Fisher, Flood, Lapp, and Frey's study on "read-aloud practices" provides an excellent, research based framework for the implementation of Interactive Reading based on their observations of teachers in classrooms. Their 7 "essential components of an interactive read-aloud" is a practical guide of using this strategy and can be implimented with all children. These components provide a structure that allows us to teach ALL children (inherently allowing differentiation) while attending to common core state standards. Use of this strategy attends to the understanding of language and literacy development while providing for specific skill instruction in reading and writing.