Importance Of Reading Reflection On Reading

I am very close friends with Shannon’s mom having worked with her previously. She described her daughter as an avid reader and stated that she does well in English in school. Shannon described some of the texts she had read and we had a brief discussion about our favorite book series before administering the test. Shannon was rather quiet during the testing waiting for my cues before responding or expounding on anything. Overall she did very well on the 9th grade informal reading assessment. Her reading accuracy was very high, with only miscues on unfamiliar names like “Trotula di Ruggerio” and “Salerno” which she was able to sound out. She had some challenges with the inference based questions, such as “Why would people be likely to regard ‘wise woman teacher’ as a good name for Trotula?”. Shannon was in the ballpark for this answer although her response could have been more concise.

Addison needs to develop automaticity in identifying sight words. The data collected indicates several of her

In ELED 4444 (Diagnosis and Remediation of Reading Difficulties), I was assigned by Dr. Morrison to work with a peer to create a diagnostic report based on a semester long tutoring project at Washington Irving Elementary School. To create the report, my partner and I ran pretests (Informal Reading Inventory-Graded Word List, Oral, Silent, and Listening Comprehension Passages, Basic Sight Words and Phrases, Phonics, and the DIBELS mid-year assessment) to see what we needed to work on with the student and then we created lesson plans that addressed the child’s needs. After tutoring the student for eight weeks, we post tested him to gather data on how much he progressed. We used the post-tests: IRI Oral and Silent Reading Comprehension, Basic Sight words and Phrases, Phonics, and the DIBELS assessment

If you couldn’t read or write, how would you tackle your daily life? Being literate is a crucial part of everyone’s life; reading and writing are essential for a person’s success. Every single day, it’s used, whether it’s for an Advanced Placement Language class or reading a billboard as you’re driving past. As a child, I grew up reading on a daily basis and I believe that I am as successful as I am on behalf of it. Countless memories have been created, thanks to the multiple books that have been read and the umpteen amount of papers that I’ve written. Throughout the numerous years of my education, my teachers and parents left a long lasting impact on my reading and writing skills.

When I was doing Haley the assessment I realize one of the things she needed helps was with diagraphs. I notice this when she was trying to read her word list and as well when she was reading her passage. It was one of things that she needed to work on. Haley needed to learn about diagraphs, otherwise she was going to sound out each letter even if she saw a word with “sh or th.” I am not sure if it was taught to her before or if it was the first time. Haley was struggling at first. I tried to break it down step by step including teaching her phonics even though she is in 4th grade, still need to work on her phonics more.

For the second assessment, we chose a level 2 story. This story had more words on each page, but the picture on every page still matched up with the words. We used the same process for assessment as last time, so that Eloise would recognize the process and remain comfortable in the situation. As before, Eloise was excited to demonstrate her reading abilities to us, but she was disoriented because she had expected to be rereading the same story. However, once she began to read the new story, she realized that she was capable of reading this

At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,

On another day, i was able to work with four-year-old John. With John, i decided to use alphabet flashcards. I chose to use flashcards because his teacher, Mrs.Bogue, briefly explained to me that john is able to recognize letters. John did well with recalling the letters as I flashed the cards to him .However, when I asked him to write a letter down without the card in front of him he struggled. John could not write the letter without a visual guide. In my opinion, john needs help in memorization. Later that week I was able to work with a little girl named Tina. Mrs. Bogue had mentioned that Tina is a great drawer and struggles with her words. I wanted to hear for myself how well Tina spoke. So I decided to use the print out drawings again.

It wasn't that she didn't know many sight words, it was the fact that it took many seconds for her to get the sight word figured out. I believe this is crucial to reading, because we use sight words the most and if she could just get the sight words down, it would help her reading as a whole, but more importantly with phasing. She often mixed up sight words that looked the same: where/were. that/what, then/than, etc. One way that we practiced the sight words each day that we were together was to play a game called, “My Pile, Your Pile.” The first week I started with about ten words that I felt she needed to work on and a couple of words she already knew and we would go through them several times. If she got it wrong and not within one second I would put it in my pile and if she got it right within one second she got the card. I kept adding more and more words each week. At the end, we had over 100 sight words that we went through. At first it was a struggle for her because I had more in my pile, but over time and with her determination, she was able to get almost all the words in her pile. She improved tremendously from knowing about 15 words within one second to knowing well over 100

For example, when reading The First Snow, the word “kitchen” she broke the word into syllables and read the word together. When it came to Carmen answering the questions, she was able to identify specific information from the reading. If she was not sure of the answer, Carmen would look back at the reading to find an answer. Her vocabulary was also accurate when defining pretty and ground. Overall, her performance in reading of both passages shows her level of reading has improved.

The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and

The assessments I used to assessed Lilly seemed consistent with identifying her strengths and weaknesses in literacy. With all three assessments, I noticed strengths and weakness patterns being repeated through the different assessments, for example when I assessed her with a running record one of her weaknesses was that she didn’t used tracking which caused her to skip words and a whole line of text. Other weaknesses were that she wasn’t fluent, and she tended to skip a lot of repeated words that she didn’t recognize instead of trying to sound them out. For example one of those words was “ceiling”, the first time she came across the word she said she didn’t know it so it was teacher told, after that every time she encountered the word she

Writing has always been something I dread. It’s weird because I love talking and telling stories, but the moment I have to write it all down on paper, I become frantic. It’s almost as if a horse race just begun in my mind, with hundreds of horses, or words, running through my mind, unable to place them in chronological order. Because I struggle to form satisfying sentence structure, it takes me hours, sometimes even days, to write one paper. It’s not that I think I’m a “bad writer,” I just get discouraged easily. Needless to say, I don’t think highly of my writing skills. When I was little I loved to both read and write. I read just about any book I could get my hands on, and my journal was my go to for my daily adventures. Although it’s

My reading process overall is very strong and went smoothly. As I read I annotated the pages and this helped me stay more focused and connected with the reading. Today it was hard for me after I went to the bathroom and came back to the reading because I disconnected from the reading and had to try and dive straight back in. I also put my cell phone far away from me when I read or do homework so that I will not be tempted to look at the phone instead of completing my reading.

My name is Sifa Ruckner, and I am a first-year student at Northern Virginia Community College. I’m hoping to become a Dental Hygienist and dedicate my work to helping others keep their teeth and mouth healthy. When I entered ENF 1 in October, I had little foundational knowledge about reading and writing. It’s difficult to articulate the amount of development I have acquired as a writer, yet I will attempt to do so through this reflection. Learning something new takes patience. If we can make it thrilling and work hard, it will give us greater experience and change us as a person.