Application Of Instruction Directly Affects Student Literacy Essay

Early reading success is the foundation of a student’s knowledge and self-esteem. The foundation also provides future opportunities for growth. Students must learn to read proficiently so that they are able to learn more in future grades, post-secondary schools, and the workforce. Beverly Tyner’s Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers states “In the United States, which offers few career opportunities for the illiterate, teaching children to read proficiently is the most important single task in education.” (Tyner, 2009). Beverly Tyner created the Small-Group Differentiated Reading Model which incorporates research-based strategies for teaching beginning reading skills and skills

“The more you read, the more things you know. The more that you learn, the more places you’ll go.” This is how Dr. Seuss thought of reading, and I think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that reading is an interactive activity in which learning happens, or as Clay (2001) defines it, “…a message-getting, problem-solving activity” (p. 1). Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a significant component in the ‘Big Five’ of children’s literacy development.

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:

Reading is an important part of people 's lives and how society functions. The amount of literature someone reads impacts the amount of success they will have academically( Issitt and Cook 1 of 7). Reading also helps to advance reading skills for later use in life and future jobs it improves the lives of people. Whether engaged in a book, a newspaper or looking at random signs a requirement of basic reading skills is needed for engagement and interpretation of the world surroundings(Hoss 1 of 2).. To be a successful student a reader uses background knowledge for different subjects. Students with the right reading skills can in the future develop this more to a higher academically or professional level(Hoss 2 of 2). Once developed written words are easier to interpret; to their advantage they use the information to better improve their lives(Hoss 2 of 2). There are major problems that arise when someone has little or no reading experience. "A person with low reading ability may not be able to read signs, understand medical information or prescription directions, or apply for jobs that require basic test

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

With the emergence of No Child Left Behind, the National Literacy Strategy of 1998, and even more recent the Ohio Third Grade Reading Guarantee test, it is not longer the norm to accept that a child may be unable to read. The Literacy Strategy of 1998 has certainly put primary schools under more pressure to teach reading (and to teach to the tests) and they have been doing so much more intensively since then. The National Literacy Strategy that was introduced in fall 1998 intended to play a major role in increasing the standards in literacy and reduce the lower expectations of the education system. (Wall, 2003)

Reading is an important part of today’s society. Being able to read and write defines populaces as educated, successful and intelligent, since the world revolves around written language. Being literate is a vital tool of survival in today’s civilization. Reading is not only important for basic day-to-day functions, but also helps to form a stronger self-disciple, longer attention span and better memory retention. From the moment a child is born, caregivers begin reading to their child.

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.

The Literacy course will help you improve your reading and writing skills, as well as, help you to better understand different forms of text. Which will help you succeed through many areas of your life. Your communication skills within the community will improve, better job opportunities will be available to you, and your relationship with your family will also benefit from you having a higher level of literacy. I believe literacy is a very important part of a happy and successful life.

The accumulative and increasing study on literacy instruction in children is rapidly becoming a group of data that can serve as the foundation for the everyday practice of literacy development. The amount of research serves educators as a resource for designing reliable and valid literacy instruction, strategies, and methods. In my opinion, literacy instruction, strategies, and methods should be align with the rough idea we have on child development. Many professionals have wrestled with the questions on what literacy instruction is adequate for a child; however, the knowledge of how a child develops is the closes they have gotten to achieving positive results. Data and research has proven that all children go through similar developmental patterns and these are the factors that have molded curriculum objectives. Keeping in mind that other factors may affect children develop such as genetic and the environment they live in. So upon agreement of what is the correct method of instructions to utilize in a classroom;

Whitehurst, Arnold et al. (1994) employed the evaluation of intervention reading program at the beginning of school year where an adult reader, both a parent and teacher, engaged with children during the reading process at the home and school. This method of interacting with parent and teachers encouraged children to respond questions by their own words. Consequently, at the end of the year, students increased their vocabulary capacity. Moreover, the intervention of the program increased children ability to expose reading more books, (Whitehurst, Arnold et al., 1994). Wasik and her colleagues (Wasik & Bond, 2001; Wasik, Bond, & Hindman, 2006) employed similar technique of shared reading with other activities in the classroom in aim to strengthen vocabulary through evaluating an early literacy intervention program at the beginning and end of the year. The findings of the study showed the children in the high poverty who participated in the intervention performed better on tests than students in control classrooms (Wasik & Bond, 2001; Wasik et al.,

Literacy is fundamental for student’s education in school. Reading has part of education for many centuries and teachers need to remind students how much reading helps them increase their language skills which they will use in school and throughout their lives. Reading aloud can improve reading fluency, increase vocabulary, and foster comprehension skills. If certain students read aloud in the classroom, teachers in most cases don’t look for alternatives to encourage the rest. Some teachers don’t model reading aloud to students, even though it can be a factor in promoting and increasing the motivation of students in fostering their reading skills. The main goal for teachers should be to create independent readers; students that can be autodidact throughout their lives.

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

Reading and learning to read plays a very important role in education. Reading is a complex and challenging process. You cannot just pick up a book and begin to read. Learning to read takes time and patience and begins with hearing someone read to you. This is where parents should lay the foundation, but not all parents lay this foundation before sending their child or children to school. After a child has listened to someone read to him/her for a while, then he/she can begin to pick up on different vocabulary words and recognize the word if he/she has seen the word while being read to. Learning to read is a long process, but a process that is worth it for every child.

The Elementary Reading Attitude Survey—a reliable & efficient instrument used by teachers to determine the student’s attitude toward reading which is a central factor affecting reading performance—was administered to Lucy, a 7 year old second grader, on