Analyzing Yoly 's Attitude Towards Reading And Writing

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Learning to read is beginning to develop earlier in elementary grades. Students are expected to be emergent readers by the time he or she leaves kindergarten and enters first grade. If a child is not, he or she is labeled as being behind. According to Hughes (2007) emergent readers are using early reading strategies in consistently, read easy patterned text, retell text with simple storyline, and respond to text at a literal level. Hughes (2007) also says literacy develops in young children through play, daily conversation and interactions with text of all kinds. Many children come with emergent literacy skills; can recognize signs and labels, scribble letters, retell stories by pointing at pictures and talking about them, and some have varying degrees of phonemic and phonological awareness. This essay will define and explain implication for each theory in learning to read.

The child reported no difficulties in her school environment. She enjoys learning and has developed good friendships with other children. She experiences the adults and teachers in the school

Developing reading skills in children has become a vital component in formal education. Scholars argue that when the child is exposed to some amount of reading it is a step towards the child becoming a good reader. As a result, many educators today continue to advocate that the best way to become a proficient reader is by reading widely and frequently. However, there have been arising issues that have become obstacles in gaining reading proficiency. This paper will explore the critical issues with developing reading skills in children from preschool to high school level. The emphasis will be in the identification of common factors in programs designed to help in the development of reading skills.

She behaves well with her teacher, however on different occasions she doesn’t respond well to her teacher.

The challenge that many students face upon entering first grade in a low social-economic status area is low literacy skills. The students represented in this developmental paper come from low income families whose parents were poorly educated, many illiterate. As a result, students would rarely read to at home, either due to the lack of literature in the home or the parents were non-readers and unable to read to or read with their child.

For the purpose of this assignment I attended several sessions of the Letter, Sounds, and Words. This is a community-based literacy intervention program from students from Kindergarten to grade two, which is designed to provide one-on-one literacy support for students in their school setting. Classroom teachers use specific assessments in order to identify students in need for this program and based on the results program volunteers design an intervention plan for the student. The program supplies a large amount of high quality, evidence-based games and activities designed to target early literacy skills. The program volunteers are highly trained on early literacy development and skills as well as how to implement the resources provided.

Makaia has a great personality. She is sweet, kind, humorous and can be successful with her work when she’s focused and on task. When motivated, Makaia gets excited about learning and has fun participating in the classroom. She gets along with her classmates and enjoys interacting with them whenever she can. Additionally, Makaia has been showing growth in all academic areas. She can sound out many three and some four-letter words, but occasionally has difficulty putting all of the sounds together without assistance. In math, Makaia has been working with one-to-one correspondences, number identification and counting. When visual assistance is provided, Makaia is counting with and is matching numbers to an equivalent amount of corresponding objects

Lucy has been improving in some areas. I am helping her to improve her writing, which she has had some trouble with, particularly the size of her writing. She always completes her work in class. Her behavior is generally good. She has been speaking a little more this month. Her pronunciation is quite good, she speaks clearly and at a good volume, and is easy to understand. She knows some words in her phonics reading books. She is friendly amd gets along well with everyone in the class. She has good focus, once she starts her work in class she can continue without stopping until I check her work.

Effective reading instruction provides children with the key skills and strategies they require. Children also depend upon the opportunity to read a range of interesting text to apply their knowledge. For children to become competent readers educators must explicitly and systematically teach the required skills and strategies. To build children’s confidence in these skills and strategies educators need to provide plenty of opportunity for children to read independently texts that interest them. Effective reading instruction includes the development of skills such as concepts of print, punctuation, grammar, phonics, phonological awareness, and vocabulary, along with comprehension and fluency strategies. These key concepts can be developed through shared, guided and independent reading instruction. For educators to give every child an equal opportunity to become competent readers they must be flexible and understand what instruction each child requires.

When children learn to read, the process can appear to be straightforward. We tend to view reading as a typical learning process that all children learn and can do with ease since it appears that everyone learns to read in elementary school. However, when evaluating the reading process, it becomes complex with specific skills that must be learned in a systematic organized method. The systematic part is essential because one skill set builds upon the other. These systematic organized parts of reading are divided into what is known as the Big 5. Reutzel and Cooter educates the reader that, ?the following aspects of literacy have been documented as an instructional essentials in the aforementioned federal research reports by the National Early Literacy panel, 2008, [where is the list of the big five can be found are]: Phonemic awareness, phonics, fluency, vocabulary and comprehension?(p.16). When trying to decide on instruction for literacy in elementary school, there are a lot of reading programs and materials available, however they should contain Phonemic awareness, phonics, fluency, vocabulary and comprehension as key components. At the elementary level, three observations were observed through the concepts of phonemic awareness, phonics and comprehension to determine how this instruction is provided to the students. In addition, an interview was conducted with a veteran teacher in Kindergarten to gather her insight into the beginning stages of the reading process. All

It is important for families to develop awareness and consciousness of literacy skills, strategies, and behaviors, so they support their child along his or her literacy journey. Currently, the first, second, and third grade teachers are using guided reading and writer’s workshop during their literacy instruction to provide an individualized approach to learning. After examination of the PARCC and Developmental Reading Assessment (DRA) data for the past three years, literacy is an area of concern for Truman School. The DRA is administered twice a year, in the fall and spring. The number of students reading on grade level significantly drops by third grade. For example, following the same cohort of students, 78% percent of first grade students were reading on grade level during the 2014-2015 school year. By third grade only 39% of students were reading on grade level for the 2016-2017 school year.

Students who are taught key skills and strategies in reading instruction often develop into more proficient readers than those who are not provided with these skills in an explicit and systematic way. As formal reading instruction for many students commences in the foundation year of school, it is the role of the educator to model and explain the key components of literacy to students. Research on effective reading instruction suggests that students benefit when they learn concepts of print, phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). Moreover, reading instruction needs to be supported by effective teaching strategies that include modelled reading aloud, shared book reading, guided

Learning to read is the central educational effect of primary education. Reading is an intricate progression that takes shape beginning with oral language capacity, and incorporates both explicit proficiency development (phonemic as well as decoding strategies) and the use of comprehension strategies. The exact means in which these processes blend needs to be understood if educators are to identify their students’ needs and teach most effectively. Over the past forty years, many large-scale evaluations of inquiries into the effective teaching of reading have occurred worldwide in an effort to provide definitive and evidence-based guidelines for education systems (Adams, 1990).

However, Jayden can have trouble focusing on the task he is given. He often needs to be reminded to do his work and does not possess necessary organizational skills. He needs a lot of attention from the teacher to understand the assignment and to stay on task. He also uses other students as resources to complete his assignments.