Does the Use of Sound Cloud App Encourage Students to Read Aloud?

Effective best practices for emergent literacy must involve the teacher systematically observing the students literacy behaviors to identify deficiencies. Gibson and Moss (2016) advise us, “Systematic observation of children’s literacy behavior is a crucial first step for any teacher’s implementation of differentiated instruction” (p. 28). Systematic observation of students engaged in reading and writing continuous text, allows the teacher to observe behaviors that can be used to infer what a reader is using and doing while reading. It’s vital

“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.

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

Reading Partners, a nonprofit organization, aims to combat illiteracy and assist students from all over the nation who do not have a firm grasp on reading. Located on their website, Reading Partners’ mission statement is “to help children become lifelong readers by empowering communities to provide individualized instruction with measurable results” (“Vision & Values”). In other words, the organization wants to give each child the opportunity to learn how to read by sitting down with and teaching them individually. By being literate, Reading Partners believes that children will be more capable in the real world and will have more opportunities to succeed not only inside the classroom, but outside of it as well (“About Us”).

Literacy strategies are essential for all subjects in school, as well as the necessity to use these strategies at all ages of instruction. Too often the responsibilities of implementing these strategies, and the outcome are placed solely in the hands of Language Arts and English teachers, who are seen as the sole provider of literacy instruction. However, it has been shown that writing helps students get more actively engaged in the material, no matter the subject area (Daniels, H., Zemelman, S., & Steineke, N. (2007). This alone should be enough to convince all teachers to become literacy teachers, as it is only through the acquirement of such literacy skills that students will find success in their future endeavors. Especially once students

In my second and third grade years, I remember the struggle I faced with reading fluency. I avoided reading aloud and would even conveniently have to go to the bathroom right before my turn during Round-Robin Reading activities. During my fourth-grade year, a teacher took a special interest in me and was determined that I was going to be a fluent reader. Including the suggested approaches in my future literacy instruction, I can avoid my students having to face the same difficulties I encountered with reading fluency. As a future educator, I will be sure to select appropriate instructional approaches that will support my students needs and their overall fluency

Students in the pre-emergent stage of language acquisition have a vocabulary base of approximately 500 receptive words (Hong, 2008, p. 61). However, these students may be experiencing the “silence period” or parrot others thought they produce limited language output. Therefore, the read aloud strategy, a method of reading a book audibly either as a class or in small groups provides English Language Learners the opportunity to hear English spoken in a clear slow manner while participating in a classroom activity (Grand Canyon University School of Education website, n.d., expression 2). By reading aloud, the teacher provides a model of proficient reading and a means to provide content for ELLS who cannot yet read at the level of the text (Levine, Lukens, & Smallwood, 2013, p. 94) Also reading aloud “builds students background knowledge and develops academic vocabulary along” with proper enunciation which is vital for this stage of English development (Echevarria, Vogt, & Short, 2013, p. 76).

The author explores why students struggle through reading? What are the challenges educators faces to meet the needs of all students while having a diverse classroom of learners? What causes some students to struggle with reading and what instruction practices can be use that are effective and successful? All teachers of all grade levels should promote literacy development. Teachers need to make readers “21st Century Readers” meaning students should be taught literacy skills to navigate in the classroom as well in the future. The author referred to the struggling reader as the “delayed reader.” As stated by author struggling readers attempt to make effort to read whereas delayed readers postpone learning to read. There are strategies mentioned

For most, the process of becoming literate begins in early childhood. It starts by parents and siblings and sometimes even babysitters, nannies or teachers who speak to and around an individual, introducing them to the language of their people. Sometimes this “talking to” takes place in the form of reading aloud, which is a great way to instill a love of reading, but still does not teach the child how to read.

In this fun strategy, students use a “phone,” (usually a rounded piece of plastic, like a PVC pipe) to hear themselves. It is effective for building fluency, since students can focus on their speaking. Additionally, they help to keep students focused on instruction. Students monitor their own reading and the classroom is usually quiet because students are encouraged to whisper (hence the name) so that all students can hear themselves (Cadieux, 2012).

Based on what I know about my student I will build off of the concepts that she has mastered to improve areas that I believe should be improved upon. Since my student knows letter sounds and letter names I will build off of this basic knowledge to further improve more difficult tasks. I will create learning tasks that are fun and engaging that allows multiple areas of growth by strengthening all areas that I believe should be worked on. I will create comprehension assessments that include cross- curricular modes of learning. I will have the student engage in literature that is at her level, but also introduce literature that is more advanced. I will create strategies to build phonological and phonemic awareness by creating assessments, but also using literature to address this concept of growth. At the end of this tutoring session I will have the student complete the phonics survey that was administered at the beginning of tutoring session by comparing the results to view improvement. The goal is to improve my students reading by creating fun activities that leads her engaged.

Being able to read and write is of vital importance to people 's ability to learn and ultimately for their wellbeing (DeWatt, Berkman, Sheridan, Lohr & Pignone, 2004). Parents, teachers and the community have a major role to play in preparing children to be able to engage authentically with literacy and lifelong learning. In everyday conversations children are simultaneously learning both the language of their community and understanding how to learn through different life experiences, whether that be school or home based learning. What students become depends on who they are surrounded by and the language that is socially and culturally constructed around them (Flint, Kitson, Lowe, & Shaw, 2014).

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

Implementing technology applications such as Starfall in classrooms makes it nearly impossible to ignore new software preparing children to read. Mack explains the importance of the Starfall Curriculum which elementary schools use containing “integration in math, science, social studies, early literacy, and social-emotional development” which assists in children’s learning. Teachers use this curriculum due to the following motives: phonological awareness, phonics, vocabulary, social and emotional development which help build a foundation for science and math (Mack). Even though parents want to keep technology away from children, teachers notice that technology enhances their erudition. In a

Teaching reading is one of the important skills that will support it in students’ daily interaction because students will gain information from many resources and finally it increases their knowledge. Now days, most of the students especially the tenth grade in that school are