Keystone Daycare: Why Reading Is Important For Students

BRI stands for Basic Reading Inventory. The BRI helps teachers determine what reading level each student is at with comprehension, word identification, and fluency. Comprehension means that they understand what they are reading. Word Identification means that they can identify and know what words they are reading. Fluency means that students can read without being choppy with their words.

Healy, C. (2015). Who benefits most from head start programs? Chicago Policy Review (Online), Retrieved from http://search.proquest.com.durhamtech.idm.oclc.org/

It has been shown that if students start at an early age to learn to read and write their learning in all content areas will improve. It is for this reason it is important for secondary teachers to understand early reading acquisition as to incorporate those reading skills in lesson to accommodate students with reading deficiencies. Educators can understand the building blocks of how a student learns and develops into a successful reader in order to help them develop their reading skills. If teachers understand reading acquisition they can better assess their students’ reading level. As such, the role of professional judgement in understanding the selection of reading or writing material is to know their students reading needs and select materials

I believe that reading is an important way for children to learn. However, there has to be a combination of everything. The primary goal of language and literacy during the infant and toddler years is to help children hear and distinguish the sounds of language in their environment (p.44). I believe that children need to play in order to develop their fine, gross, and other skills. The need to explore and the experience will help them to self-regulate their emotions. According to the article, the most effective ways to prepare your baby for reading involve playing games and sharing book, and repeating words.

S.P.I.R.E. (Specialized Program Individualizing Reading Excellence) is a comprehensive reading intervention program developed by Sheila Clark-Edmands, M.S.Ed., published by EPS Literacy and Intervention and is currently in its third edition (Clark-Edmands, 2012). While S.P.I.R.E. is most appropriate for Tier 2 and Tier 3 students with learning differences and struggling learners, the program has been used in a variety of settings, including classroom, small group and one-on-one. Based on the Orton-Gillingham approach, S.P.I.R.E. incorporates the most recent research regarding best practices in reading and language arts instruction as well as the professional standards published by professional organizations such as the International Reading Association and the International Dyslexia Association (Balajthy, 2014). The program is designed to build

In early childhood education classrooms, teachers utilize assessments for a variety of reasons. Assessments are used to detect strengths in weaknesses in a specific area of study as well as the differences in the students’’ learning the classroom (Stiggins, 2007). Teachers utilize this information in order to direct instruction in the classroom to best benefit the students in it. There are various types of assessments for education, many geared toward early literacy skills. Two of the more common literacy skill tests for early childhood education are the Gray Oral Reading Test (GORT) and the Early Reading Diagnostic Assessment (ERDA), both of which assess reading for young students. Using the information from the GORT and the ERDA, a teacher can create a pre-assessment and a post assessment for phonics and phonemic awareness.

For this assignment, I completed a survey to assess my school’s literacy program by using a survey that was adapted from by Patty, Maschoff, & Ransom (1996) to analyze the instructional program and the school’s infrastructure. To be able to answer my survey, I needed to go colleagues of mine in the English Department and to my administration to help with these questions. Being a math teacher, we hardly ever discuss the literacy and the students’ acquisition of it in our department meeting during staff development days. Since I am not truly current with literacy acquisition in education, I am hoping to understand more from this process so I can help all my students. I want them to be able to read texts related to math and find

Next, is the Early Literacy Intervention Literacy Intervention Initiative Act. “The early childhood years are the most Important period for literacy development.” (Freeman, Decker, Decker (2013) p. 231). The Early Literacy Initiative is a joint effort with the State and local government to identify children with reading deficiencies and implement early reading intervention programs. The purpose of Early Literacy Initiative is to reduce the number of poor readers by providing research based prevention programs to ensure that every student can read by the 3rd

Zero to Three is an organization that was established in 1977 by some of the best experts in health, child development, and mental health. The main focus is on the development of infants and toddlers. The main goal of this organization is to guarantee that all babies and toddlers are given a strong start in life. Promoting an understanding about key issues that affect young children and their families. Key issues include infant mental health, child care, early language and literacy development, early intervention and the impact culture has on early childhood development (About Us, 2016).

SMES staff members understand the importance of early literacy skills. As a staff, we are committed in providing early reading instruction beginning in preschool and kindergarten in hopes of closing the achievement gap in reading. Our primary reading goal is for all students to read at grade level or above grade level by the end of their third grade school year. We want to ensure our third graders are able to read fluently and demonstrate high levels of comprehension.

My response from my checklist for an effective literacy program revealed that I am a very animated teacher. I encourage my students to laugh with me building a positive relationship. I found that my students enjoy my lessons when I bring in prior experiences. Modeling the lesson with humor capture the student’s attention and they are eager to participate and collaborate with the peers and teachers. My strength demonstrates that I model all my lessons and make them student friendly. I plan and model my lessons by incorporated and adapted the skills to students’ individual needs. I also teach cross curriculum allowing students to build from each core subject.

Reading is a skill often taken for granted but it is essential in order to progress in life. For a child being able to read well helps them learn new things, give ideas and enables use of imagination. National literacy trust (2015) suggests that children’s early language skills can have a major impact on a child’s development of literacy skills. Five-year olds with poor language and literacy have a higher risk of underachieving at age seven and beyond. Reading skills encourage more opportunities in life and it can affect a child’s wellbeing if they do not achieve this effectively (Finnegan,2015).

Literacy pedagogies have a developing and complex history in education, intertwined with social and cultural change and evolution. Each change has paved a new path for more significant approaches and strategies, which cater to diverse learners allowing them to create meaning and communicate more effectively. These literacy pedagogies brought out by the changes in education have both strengths and weaknesses. As such, educators need to explore and understand the four knowledge processes portrayed by Kalantzis, Cope, Chan and Dalley-Trim; didactic, authentic, functional, and critical literacy approach (2016), to be able to consider how they can influence teaching and learning so they are able to make informed decisions with regards to their students’ literacy learning. Teaching is becoming increasingly complex; this is particularly evident in the area of literacy. This paper will explore the four literacy pedagogies, their limitations and their strengths, and how they have impacted literacy learning within the Australian educational context.

There is such an emphasis on the importance of reading aloud to children that a Brisbane based non-profit organisation called The Pyjama Foundation sends out volunteers to go and read to children in foster care on a weekly basis (The Pyjama Foundation, 2008). The Pyjama Foundation enforces that reading to children everyday develops their knowledge of the world around them, stimulates their interest in learning, improves observation skills and encourages positive social interaction (The Pyjama Foundation, 2008).

Reading – the ability to represent the sounds of language by written symbols has existed for approximately 4000 to 5000 years and is inarguably one of the most fundamental and wonderful technique humans have ever developed. However, despite much effort and funding dedicating to wide literacy development, even now in America for instance, 50% of adults cannot read a book written at an eighth grade level (National Center for Learning Disabilities). In order for the entire population of today’s society to have proper reading skills, scholars and educators around the world realize that literacy movements need to focus on much earlier stages of human development. Researchers in the education field have reached a consensus that reading is crucial in childhood by revealing supporting evidence from studies focused on children aged 0-6 years, 6-12, and young adolescents. Many interesting findings also include that reading proficiency of children is critical because it can reflect society’s criminal and economical status. Moreover, modern studies show that the importance of childhood reading cannot be fully explained without mentioning the environment where children are raised, as the environment greatly affects children’s reading proficiency.