Application For Effective Lesson Planning And The Presenter

This book helps first-year teachers synthesize strategies in teaching. It also helps first-year teachers establish an effective relationship with others.

This paper seeks to compare my personal view about research reading to the views expressed by Shanahan; Sadoski in their writing. In my view, I strongly agree with the need of reading research as they aid to eradicate reading failures as educators get to know and act based on scientific evidence. It is true that students who have difficulties in reading have challenges in mastering the academic content and thereby most of them fail to succeed in academics and also fail to achieve their life potential. Partially, the blame goes to a system as the system has not stressed on the need for reading research in most of its units. It is sad to note that this was happening and worse still is that most of the teachers do not have the background or that

Reading is one of the most difficult and challenging skills to master in school. The National Assessment of Educational Progress (NAEP; 1997) reported that 40% of fourth graders, 30% of eighth graders, and 25% of twelfth graders were reading below grade level. Snow, Burns, & Griffin discovered that the percentages are even higher and the gaps even wider between grade levels in schools predominately made up of free or reduced lunch eligible student populations (as cited in Joseph, 2002). It is up to the schools and teachers to find strategies to help these struggling readers master the skills that are necessary to be better readers. Even with the growing number of programs being made available to help assist with struggling readers, most

Literacy at the elementary level then becomes critical to all students in achieving academic success and reaching their goals. If literacy levels are not enhanced during the childhood years, it could possibly lead to problems later in adolescence and adult life. According to a research study conducted in 2009 on reading management programs, the study found that less attention was being made on reading programs (Hansen, Collins, & Warschauer, 2009). The purpose of this research study proposal is to demonstrate how a new and updated reading program can help enhance elementary students in their reading comprehension skills in order to achieve academic success into the next grade level by improving their cognitive abilities. The goal of the study is to test the efficiency of the current reading curriculum in elementary schools and compare them with a new reading curriculum by the use of two classrooms that will contain an experimental group and controlled group by randomly selecting elementary students at the 4th grade

Have you ever wondered how many students are truly reading to learn or just reading to get it done? It has become evident that in today’s society reading is less important to students than it really should be. Not only is reading diminishing in the lives of students, faculty are even paying more attention to the writing process and less on the student’s reading strategies. It is assumed that at the college level students should have the capability to read adequately and properly, meaning students should be able to synthesize, analyze and comprehend what they are reading. Unfortunately, this is not the case most of the time because devotion and attention to the process and practice of reading is stopped after the elementary school level.

Medical Model of Literacy Assessment: first the problem has to be “diagnosed” and once it is identified, we can come up with a way of “curing” the problem. This is Remediation and is no longer the way we look at reading instruction for struggling readers.

Camilli, Vargas, & Yurecko (2003) found that students in grades K-2 show greater early reading success with the inclusion of rigorous, structured phonics lessons. Reading proficiency in the early elementary grades continues to be critically important as it is linked to achievement well into high school. Cunningham and Stanovich’s landmark study (1997), concluded that early literacy success is a future predictor of academic achievement, which still holds true today. Sparks, Patton, & Murdoch (2013) echoed those findings as they detailed a productive correlation between strong early literacy skills and academic growth through the tenth

The position of National Council of Teachers of English (NCTE) is that reading ?is the complex act of constructing meaning from print. We read in order to better understand ourselves, others, and the world around us; we use the knowledge we gain from reading to change the world in which we live.? According to the International Reading Association?s position statement (2012) as students ?prepare to become productive citizens, they must be able to comprehend and construct information using print and nonprint materials in fixed and virtual platforms across disciplines? (p. 2). The International Literacy Association in Adolescent Literacy (2012) believes content area teachers should provide ?instruction in the multiple literacy strategies needed

Literacy has been shown to have an important and high impact on the core subjects. Literacy strategies are essential for teachers to use in the classroom. Students need a variety of literacy strategies in order for them to truly learn, understand, and apply the subject content. There has been countless research done on the impact that literacy has on the core subjects in elementary school, such as mathematics, science, and social studies. These studies range in perspectives by either focusing on the positives, the negatives, or both the positives and the negatives of the literacy in these content areas. There have also been research studies conducted on a variety of literacy strategies and how they impact classroom instruction in certain subject areas. These research studies led me to conduct my own research on the effect that literacy has on the core subjects, mathematics, science, and social studies.

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.

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

This book is dedicated to all student teachers and for those becoming student teachers who believe that there are better and more effective ways of teaching and teaching is more fun and challenging.

Studies have been conducted to determine how an implementation of instruction directly affects student literacy. Emphasis has been placed on understanding the critical issues in the literacy practices in children 's language and the implications it has on early literacy development. Many educators today have recognized the value of independent reading. They have involved students in literature from their most punctual experiences with print. This set up managed silent reading time in their classrooms. Thus, students who start reading abstract substance in school will probably keep on reading outside of school than students who don 't start a book in school (Guthrie&Coddington,2009).

I enjoyed reading about content area literacy because I never realized that content area teachers are also teachers of reading. This was very interesting because when we think of a science teacher we expect them to be good at science and understand only that subject area. Though at the same time they are trying to teach the student to understand the text being read. Many content area teachers do not know how to help their students become better readers of expository text. According to Wendt (2013), “Although much research exists on the topic of literacy, the wide scope of the field may confuse or intimidate teachers who serve areas that are not directly related to reading and language.”

Educators will experience students with varying reading abilities and motivation levels. This review will provide educators with information that promotes self-reflection on their perceptions of students’ reading abilities and the affects on students. Strategies will be addressed that assures each student has the opportunity to be an effective reader. Classrooms that promote community, provide autonomy, and allow students to be successful will increase intrinsic motivation and allow students to become strategic readers.