Critical Analysis Of Reading Skills By Charles Perfetti

Trezek and Wang (2006) evaluated the effectiveness of utilizing the Reading Mastery I program (Engelmann & Brunner, 1995) supplemented by Visual Phonics with kindergarten and first-grade d/Dhh students. Three teachers in a Total Communication program and 13 students were included in the study that lasted over 8 months. Students’ degree of hearing loss ranged from severe to profound, and two of the first graders wore cochlear implants. Students were divided into three groups based on their age for instructions.

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:

Credibility: Ever since I could remember, my younger sister has sruggled with her reading and writing abilities. My mom would make her read out loud every night, but even through practice it was still very difficult for her. By the time she reached first grade, the school SLP said that she was dyslexic IV. Thesis: Dyslexia is a condition that affects people world wide, but through the proper treatment and help it can have less of a negative affect on a person Body I. Main Point: The specific cause of dyslexia is still not 100% clear. A.) Anatomical and brain imagery studies show that there are some differences in the way a person with dyslexia’s brain develops and functions, than a person without dyslexia.

Reading is an essential skill students should have in society. Word identification aids are advantageous for students with decoding deficits. With a decoding deficit, students’

(2014). The anatomical foundations of acquired reading disorders: A neuropsychological verification of the dual-route model of reading. Brain And Language, 134, 44-67. http://dx.doi.org/10.1016/j.bandl.2014.04.001

This article described reading difficulties aligned to the Simple View of Reading (as cited in Gough & Tunmer, 1986). They went into depth about three types of poor readers: (a) dyslexia- those with poor decoding, (b) language comprehension- poor reading comprehension, and (c) listening comprehension- impairments in both decoding and language comprehension. Further, they broke down how each reading difficulty is believed to manifest, is measured, and what it specifically affects.

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

The study had a sample group of 480 students some with and without dyslexia. The students were examined in the following subjects reading, language, and memory. After being examined the students were put into three groups (1) group being children with below-average comprehension and poor word reading difficulties (2) group being children with below average word reading and blow average comprehension (3) group being children with above average reading and comprehension capabilities. The study found several strategies that was proven to help students improve reading comprehension scores and skills. For example, when given extra time students with dyslexia scores show improvement compared to when given the same amount of time as their peers without dyslexia. Also, early intervention was shown to help children improve their reading comprehension skills compare to students diagnosed later. The articles go on discuss how classroom-based intervention program greatly aid student with

In the first place, a person’s illiteracy is affected by the way that they are taught in schools. In the article “How to Get Your Mind to Read,” the author claims that poor reading habits are engendered by technology, but by inadequate education systems. The article states, “Scores for high school seniors on the National Assessment of Education

I’ve never put much thought into what defines reading or literacy. I know that they are life skills that are necessary for a person to have a functional place in the world. Growing up it was expected that you learned how to read, write, interpret, clarify, summarize, and question based on what is presented to you. It used to be based on textbooks, novels, and newsprint. As of now, I’ve lost count of the different ways that we can communicate.

Amari is a 13-year old 8th student whose independent oral reading level is four grade levels below his current grade placement. Initial assessments revealed that Amari’s knowledge of sight words enabled him to read primary texts with ease. Additionally, Amari’s receptive comprehension at grade 7 suggests that he is able to read at a higher level than his current performance implies.

In my opinion, the reason for this assignment is for the teacher to see where we are in our reading, and writing. Reading to me must happen when I am interested in something for example, a movie because I enjoy reading about the plots but everyone is different. Another example is a graphic novel, because you can understand the concept or plot a lot easier than you would do in a regular novel. In regular books, you have so many things going on and you aren’t able to understand what is happening then you end up getting the wrong idea. Writing is just about the same for example, I can’t write about something that I know nothing about or interested in. Therefore, I am writing this paper to show you my weaknesses and not my strengths because I

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help