...Reading fluency is defined as the ability to read smoothly and accurately, while using proper phrasing and expression (Bengeny,etal.,(2010). It is important that students add emphasis and make inferences while reading to process the meaning to the information being read. When practicing reading fluency it is important that students develop automacity. A professional ballet dancer no longer consciously has to think about her form or steps to a routine, a fluent reader should no longer remember to be aware of phonics or spelling rules while reading fluency. These skills will be embedded in the process of reading that it will just come natural to the student. In order for a student to read fluency without consciously thinking of the skill they must be taught systematically and explicitly, at the proper time and sequence. Word recognition, phonological awareness, decoding, and sight recognition are areas struggled readers need most help in (Bengeny,etal.,(2010). Without this knowledge the reader’s fluency slows down and it will affects their comprehension to the information being read. These are skills that need to be taught to become automatic. Researchers indicate that phonemic awareness and letter knowledge are very important in learning to decode (Bengeny,etal.,(2010). A student’s inability to identify the sounds in a word as well as blend them to form the words pronunciation may lead to multiple...
...grammar) and reading comprehension strategies are also taught.
Traditional classroom teaching tends to emphasize auditory and visual learning, but does not give students much opportunity to use touch or movement in acquiring new information and skills. Remedial phonics instruction must utilize all three learning pathways simultaneously--auditory, visual and kinesthetic-tactile.
Intensive phonics instruction is widely regarded as the best remedial approach for students who have difficulty learning to read and spell. This is especially true of intelligent children who are less sensitive to the speech sounds that make up words, or who may have difficulty with visual processing. There are no quick fixes, but with the right instruction these students can learn to read and write as well as anybody.
Elementary Reading Help: Reading Aloud to your 3rd and 4th Graders
Reading is a basic focus and receives a lot of attention in class, but there isn't enough time in the school day to reinforce all the skills your child is expected to master. Elementary school students benefit from any outside help they can get to help them master the fundamentals of reading. Parents can help by reading aloud with their students. Reading aloud encourages students to practice...
...as helpful as it was, is not where I learned to write.
ike most-maybe all-vriters, I learned to write by and, by example, from reading books.
Instead I answer by recalling my owu most valuable experienee not as a teacher, but as a student in one of the few fietion workshops I have ever taken. This was in the 1970s, during ny brief careLr as a graduate student in medieval English literature, when I was allowed the indulgence of taling one fiction dass. Its generous teacher showed me,
,mong other things, how to line-edit my work For any writer, the abiJity to look at a sentetce and see what's superfluous, what cen be altered revised, erpanded and, especially, cut, is bssential. It's satisfring to see that sentence shrinl, snap into place, and ultimately emerge in a more polished form: clear, e conomical sharp. Meanwhile, my classmates were providing me with my first real audience. In that prehistory before mass photocopying enabled students to distribute manuscripts in advance, Irre read our work aloud. That year I was b"g*ning what would become my first novel Arld what made an important d.ifference to me was the attention I felt in the room as the others listened. I was very dncouraged by their eagerness to hear'more
Long before 6e idea of a writer's conference was a glimmer in anyone's eye writers learned by reading the work of their predecessors. They studied meter with Ovid, plot consuuction with Homer, comedy with...
ESP 504 Theories of Reading
Best Teaching Practices
Dr. Sunday Obi
Kentucky State University
There are many different ways to affectively exercise best practices for reading and writing. I have researched and discovered that there are many strategies that can be used to promote them. One writing idea is establishing a positive writing atmosphere for learning.
By establishing a positive writing atmosphere for learning provides students with the feeling they are a part of a community of people supporting each other in developing as writers, readers, and thinkers. It’s almost as important as organization.
Organization for writing refers to planning the curriculum as well as the classroom activities and routines, practices established to help student develop as writers (and usually as readers and learners in a study area). You may also need arrangement for writing.
Arranging for ‘meaningful-to-students’ reasons to write is addressed also in the discussion of organizing for writing. The assignment or the way students are led to write is a critical influence on their “will” to write and, thus, on their development as writers.
Arranging for students to read, respond to, and use a variety of materials written for a variety of purposes and audiences is important to recognize that the experience of reading is a key way to help students gain familiarity with the ways writers work....
...teaching reading to young children, word selection is often the first place where we go wrong. We pull words from thin air and try to put them into the child. Often we make matters worse by putting these strange words into printed context outside the realm of the child's experience and expecting him to read--and he cannot.
Children can learn to read any word they speak. One of the greatest hoaxes in all of educational pedagogy is that which says that reading vocabulary must be developed in a predeter¬mined logical sequence. This simply is not the case. Linguists tell us that when a child comes to school he has all the language gear he needs in order to learn reading and all the other skills of lan¬guage. The trouble is that we do not use his gear. We manufacture artificial systems of language development and methods of teaching reading, and we impose them on children. It is almost as though the child has to learn two languages in order to be able to read-one for communication and one to "get through" his reading books.
More study has been done in the area of reading than in any other area of the elementary school curriculum. This is justifiable because reading is an important skill needed for learning. But it is not the most important method of communication. It is important only to the degree that it communicates.
Much confusion exists about this research. It is the...
...head: GUIDED READING
September 16, 2009
Grand Canyon University
Instructor: Dr. Jamie Petrilla
This paper will describe the leveling process and how leveled books fit into the reading classroom. It will also describe how to use tools yourself, to locate lists of leveled books, how the listed levels of a title compare between one you leveled, what the publisher class the level and the guided is reading classroom as a function. The last part of this paper will describe the instructional level of a student previously interview in Module 1.
How to use leveling tools yourself
Guided reading is an instructional approach that teacher uses when students are reading at the same level of instruction. The teacher selects books from certain reading levels to guide students to make connections from print to the text. The books are easily read with the support of the teacher. Challenges and opportunities for problem solving are offered in the text. Choice selection of the books from the teacher will expand their strategies.
The purpose of guided reading is for the teacher to select books that students can read with 90% accuracy. When the story is introduced to the student by the teacher, the students, through their own...
...Reading Instruction Timeline
Learning to read for most students is not something that comes naturally. There has always been a teeter-totter between two types of reading instruction: Phonics and Whole Language. With the English language constantly changing it is often a confusing and frustrating task to learn to read.
Reading has gone through many changes over the last several centuries. The English language started in 447 AD. Latin missionaries first wrote it down in 750 AD (Tompkins, 2003). In the Fifteenth through Eighteenth Centuries hornbooks were used to teach reading, Spellers followed these. In 1655, Pascal invented synthetic phonics. This was followed by battledores in Eighteenth through Nineteenth Centuries, and Noah Webster using synthetic phonics in 1783. The Elocution Era was from 1826 through 1876, which was where a form of whole word instruction was utilized. This was where students memorized text and then recited it back. In 1866 Leigh Print was created, which was a self-pronouncing print developed by Edwin Leigh, followed by McGuffey publishing a phonetic edition with a modified form of Leigh Print in 1879. Elocutionary whole words method with the sentence method was introduced in 1889. Between 1900 and 1930 Whole Word instruction continued with phonics used as a supplement in the upper grades, and the Dick and Jane books were used in 1930. Whole word instruction, later called Whole...
...Making children Hate Reading
Making children hate reading is a book by John Halt. It shows the way he teached and his opinion of others and the method he used to help the children with their literacy skills. In John Halt’s book there are some methods he used that I don’t agree with and some that I do agree with. I will give detailed accounts of both teaching methods I agree with and one’s I don’t agree with the I will let you decide whether you agree with his teaching or not.
In the beginning John Halt tells us that he never gave one of his students the opportunity to say what they really thought about a book or magazine. The children persuaded him to tell him what he wants to hear, so that when he asks them a question they can answer it and receive approval. He also gives the students tests about the books and vocabulary lists which they have to learn, also that if they came across a word they didn’t know to look it up in the dictionary and not to bother him. His nephew was given a book to read which in john halts opinion was bad book. Then the teacher proceeded to make sure they children under stood every single word and the meaning of sed words. John agreed with this method and used it on his own students.
John halt began to question some of the teaching methods. With regards to looking up words you do not know in the dictionary, he was beginning to think twice. He had never looked up a word that he didn’t know in the dictionary he...