How are Literacy, Fluency and Reading Comprehension Affected by Using Oral Reading Methods in the Classroom?

As time goes on the familiarity with reading and writing is essential for an individual to better themselves in life, for the world we live in is a place for competition between every human to succeed. The value of literacy is not only for high-end people but anybody that want to gain knowledge. As one gains knowledge through literacy, it can extend toward one achieving their goals or achievements in life. The strategies when going over a reading assignment is a significant part of what one is trying to comprehend the text.

Reading comprehension may be the most important skill for any student to acquire and is therefore an area of particular interest to educators. Without adequate comprehension skills, students are limited in their reading, analytical and occupational abilities. To many, including the student’s themselves, comprehension or “good reading” skills begin and end with simple decoding. It is thought that if students can ‘read’ and define the vocabulary they are reading, then they also comprehend what is read. True comprehension goes far beyond decoding, however. True comprehension requires visualization of a text, predicting events in the text, making inferences about the text and clarifying what is not

Whether the task is understanding mathematical word problems, analyzing research articles in science, or summarizing instructions from a shop class manual, it is self-evident that learning cannot occur independently of reading. Furthermore, Trelease cites the 1983 Department of Education report, which reads, “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children,” (Trelease, The Read-Aloud Handbook, 2013, p. 1). From an evidentiary standpoint, this report draws credibility from a compilation of twenty five years’ worth of research projects and is given its authority because of its connection to the Board of Education. On the same token, Trelease introduces findings from another report, this time from doctors Hart and Risely at the University of Kansas. In short, their findings strongly correlated the volume of words heard at home to student success at school (Trelease, The Read-Aloud Handbook, 2013, p. 2). When the students heard fewer words at home, students were less successful; inversely, when students heard more words at home, students were more successful. In conclusion, Trelease’s ultimate supposition rests on these conclusions: literacy is extremely valuable in general education, while reading aloud is crucial to developing

Within the field of education, a continuous debate about the most effective manner in which to provide reading instruction has been on-going since the Johnson Administration’s War on Poverty Report of the 1960s. The primary focus of that debate is whether a skills-based approach or a meaning – based approach was most effective for teaching beginning reading skills (phonemic and phonological awareness), comprehension, and enrichment. (Frey, et.al, 2005) The silks-based or direct instruction approach to reading instruction focuses on explicit and systematic instruction of letter-sound correspondence, phonological and phonemic awareness, and their relationship to reading and comprehension. The meaning- based or balanced

Once the basic skills of reading are learned, like vocabulary, comprehension, and fluency, there is rarely any more practice being done and most of the time is dedicated to the writing process. At the college level, professors have limited time to talk about everything, therefore reading instruction unintentionally yet easily gets ignored when professors want to move on and talk about other material. The article “Not Just for Writing Anymore: What WAC Can Teach Us About Reading to Learn” by Mary Lou Odom discusses the importance of reading to learn and how many students and faculty struggle with this concept. Odom emphasizes that students receive little to no additional instruction in reading once they have mastered the skills taught at

According to Sheakoski (2012), a strategy that can be used to improve fluency in reading is repeat reading. Students can increase fluency skills using the repeated reading strategy during which they read a short passage repeatedly. It should be noted that fluency is more than just pronouncing words correctly, it also encompasses the process of fully and smoothly conveying what the text is about. The ability to read fluently is a predictor of comprehension. This is mainly because the more fluently one reads the easier it is for him or her

* Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660), (ACARA, 2012). Learning to read is essentially learning to decode and understand the words/language written in the story and to construct meanings from those words (literacy) (Nicole & Roberts, 1993). The more language the children (and adults) hear and read the more developed their vocabulary will become (Snow, Burns & Griffin, 1998, Nicole & Roberts, 1993, Anderson et al, 1985). Reading fluency is enhanced with an enlarged

After taking the literacy survey I asked my dad why he thought reading was important. He gave me a look that said I’ve told you this a million times and said, “Reading is the key to success.” This is a common truth. However, the real question is, if reading is so necessary, then what can I do to master it. After twenty-one years of life I cannot say that I know all there is to know about reading and writing, but I can say that through my experiences I have learned to love reading and it has made all the difference.

Teachers can help improve student reading comprehension by generating questions that get students to think about what the text means, and by

Fluency is the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. Struggling readers often have a hard time reading because they see unfamiliar words, they may lack comprehension skills or the motivation to read. The study I proposed inspects whether or not students reading fluency will improve due to an increase of sight word recognition activities, motivation and participating in the Accelerated Reader program. This study will include fifteen second grade students within a general education classroom. All twenty-five students within the classroom will receive the intervention, but data will be collected on two small groups with

Instructional processes for reading instruction have been argued about throughout time, though it has since been studied and determined that success in reading relates to acquisition of phonological awareness and word knowledge (National Reading Panel, 2000, p. 2-1). Word knowledge is the association of sounds and meaning, later transcribed to a symbolic system used to decode reading. Though without phonemes, the written language becomes ‘arbitrary’ (Yopp & Yoop, 2000, p. 131). Whilst these features are detrimental to language and literacy learning in

Fluency is an important key idea in reading.. Fluency means that students can read with at least 95% accuracy in identifying words and sounds. Fluency is important in reading because it will be used as a base in having students identify new words when reading. Fluency is not only important in reading, but in writing as well. When working with my tutee I have noticed that while she can read the text well, when it comes down to writing key words or vocabulary from the text she has trouble. She can correctly identify the sounds the word makes, but not spell them correctly. Fluency is important to master for new students, because then when they are reading new texts they can identify similar words and key phonemes.

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic

In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching