Best Practices In Education

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

Research based “Best Practices” is used to describe “what works” in a specific learning situation. When

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)

Describe how you taught this best practice. What pedagogical strategies or tools did you use?

Consistent reading remediation in the first three years of school helps children to maintain and/or improve their reading skills.

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

“Many children fail to reach proficient levels in reading only because they do not receive the amount and type of instruction they need” (Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Morrison, Bachman, & Connor, 2005 2005; Vellutino, Scanlon, Sipay, Small,

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 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

Jeanne Chall,suggested, grades Kindergarten through second are learning to read. However, students in third grade and higher are reading to learn. Therefore, reading becomes an ever increasing important tool to help a student to expand their knowledge after third grade, because learning to read does come to an unexpected standstill at the end of the second or third grade. Therefore, Torgesen, Houston, Rissman, and Kosanovich (2007) found similar reading techniques to yield effective teaching for second and third grade students; Phonics/word analysis, fluency, vocabulary study and reading comprehension. Comparably, Torgensen, Rissman, and Kosnovich revealed similar effective reading techniques released by the National Reading Panel. The researchers, also suggested effective teachers must build upon reading skills, and third grade teachers must apply targets (Grade level appropriate reading techniques) and methods of instruction to include word analysis, fluency vocabulary and reading comprehension. However, in order for these reading techniques take place in the classroom, the effect of high quality teachers must deliver high quality reading instruction. Therefore, principals must ensure teachers receive effective training to support the growth of critical reading skills, along with the practice to ensure core reading programs affect classroom

National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Report of the National Reading Panel. Washington, DC: Author. Retrieved March 28, 2018 from http://www.nichd.nih.gov/publications/nrp/smallbook.cfm. In 1997

My favorite reading this week was “Television Culture,” by John Fiske. I really liked reading it for two reasons. First, I love watching television and analyzing scenes. Second, it was as super easy and enjoyable reading; Fiske uses very easy language to pass down his ideas. There are two things that I found to be “wrong” with this essay: his analysis of the extreme close-up (ECU) and that he misses an opportunity to talk about how these codes of television are use to mislead the audience.

Does true love conquer all? The book Othello, proclaims that Desdemona's relationship with Othello is to be tested. By doing so, Iago, Othello's friend sabotages their marriage by telling him that Desdemona is unfaithful. His plan was to make Othello suffer because he did not get offered a high rank in an office, and he did not win Desdemona's love. Iago's plan was to frame Cassio: Othello's Lieutenant.

“I don’t know if I want to do it,” I said. “Oh come on! It will be fun! Let’s go everyone is waiting for us!” yelled my dad from downstairs.

• Systematic instruction of the elements of the language that relate to reading. These students need everything taught step-by step.