Learning Receptive Language Skills By Using An Authentic Text

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

Reading: Locates, understands, and interprets written information in prose and documents--including manuals, graphs, and schedules--to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts and specifications; infers or locates the meaning of unknown or technical vocabulary; and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers.( 134 USDOL)

Reading is the interpretation of written symbols and involves the visual perception of those symbols. Reading connects the meaning of symbols with the words that has been spoken or heard. Kindergarten students build reading skills as they progress from letter recognition to early phonics. They begin to learn the beginning and ending sounds of common or high frequency words. As their vocabulary increases students begin to use words

A text is the content in a message or any printed material. There are basic ways that are used in reading to make the learner gain, retain, and understand the content. For instance, one way is by applying the top, down, and bottom up strategy; which people use in their native language. Reading involves, previewing, predicting, skimming and scanning, guessing and paraphrasing (Tsai 120).

available for them to read and they should be encouraged at least once a day to read. Moreover,

At the end of the text is an ellipsis. This adds to the beckoning feel

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

I believe that when I began talking about Kilbourne’s text and trying to connect it to the advertisement, I did a very good job trying to tie them together while having to add quotes and analyzing both elements. I also believe that I implemented the idea of visual rhetoric into the idea of the text and the advertisement. In this first body paragraph/intro, I made a huge generalization in my U3 paper, about men. This affected my paper because then it was not as focused as it should have been.

I believe that reading needs to be purposeful and that teachers should not have their students read a ton of un-purposeful content just to have them become better at reading. Students need to like what they are reading to grow as readers. When students like a book, they will try harder to learn more of the writing conventions and vocabulary because they want to understand the book completely. Thus, students need to like what they are reading to become better readers and writers.

Websters dictionary defines the word read as “to look at and understand the meaning of letters, words, symbols, etc.” But to me, those four simple letters mean so much more. Since I was a child books have been my constant companions and shaped my opinions of the world. As someone who really flourishes in social situations and loves talking to people, books weren’t a place to hide but rather something to talk about, they helped understand thoughts different from my own, they laced their way in each one of the many conversations that I have. Some of my earliest memories were of my mom reading me stories. I loved laying in bed at the end of the day and diving into the worlds of Percy Jackson and Harry Potter. From Harry's and Percy's adventures,

AS.R.4- Reading: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings.

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

That being said, comprehension is not just understanding the singular words that are being read, but being able to put them together, along with activating previous knowledge, make sense and develop meaning to the text. Essentially, when a reader is immersed and engaged in text, they are actively developing meaning to the text while formulating questions that may later be answered by the text itself.

Reading is an act of perception, analysis, and interpretation done by the reader to get the message to be conveyed by the author in media writing. According to Farr (in Dalman, 2013: 5) suggests that "Reading is the Heart of Education, the reading of reading comprehension is an essential prerequisite for mastery and enhancement of students' knowledge, so after reading the text the reader should be able to understand the text. First, give information, for example by reading newspapers and magazines, secondly, give entertainment, for example by reading a novel.The third one, most importantly reading can provide new knowledge.The book can provide understanding as well as entertaining and providing information.

I believe all children can learn to read in a classroom that is integrated with differentiated instruction and has a safe and engaging learning environment which is rich with a variety of literature to light that spark in the children to want to learn. I will make an effort to get to know my children in order to be able to provide a classroom library with nonfiction books to inform the inquiring mind, picture books for the artistic mind, and fiction books to entertain. All books will be chosen based on their curiosity, interest, personal connection, and learning profile, in order to attract and enchant the young readers into going back to the book area again and again.