Private Turner The Right Way To Read Analysis

My earliest memories of learning to read come from first grade and a book about a dog named Pug. I remember calling the words with concentration and focus, See Pug run. Run Pug, run. I don’t recall things improving much in the second grade “turtle” reading group I was assigned to. I struggled with fluency and confidence, especially in reading group, which consisted of sitting around the kidney bean table while each student read a page in turn. Fortunately, I had a proactive mother who borrowed a copy of the basal reader from the teacher and practiced the weekly story with me at home. Not only that, she read real literature to me, which ignited a passion for reading that was not developed in my primary classrooms.

Learning how to read is one of the most common processes in the world. For me, learning how to read is the most useful ability that I have learned throughout my entire life. For others, most people learn how to read though different languages in different ways. For Malcolm X, he found reading to be appealing and devoted so much time to it. Malcolm X recounts his personal history of learning to read and how he finds reading to be the most important skill and influence everything in his life. He retells his history of reading several books and dictionaries and how th process slowly affected his life. He elaborates how reading increases a performance and efficiency to heighten their potential. In “Learning to Read, “ by Malcolm X, he

Chancellor’s Honors Reads is a book club open to all members of the Honors College and introduces students to introspective literature through informal forums with professors. My favorite book we’ve read is Paul Kalanithi’s When Breath Becomes Air, which follows a neurosurgeon’s coming to terms with his own death. I loved how Kalanithi blurred the lines between science and emotion to draw analogies I would otherwise overlook. This gets to the heart of the program. In gathering around thought-provoking works, Honors Reads has guided me through books that help me to reinvent how I read the world, to continue to pursue a curious life.

In chapter one of How To Read Literature Like A Professor Foster speaks all about the quest, which is very important in every well written story. Every character, in every novel, nevertheless of genre has a objective, something they are looking to fulfill. Foster addresses the many encounters that come with the quest in chapter one, which consist of: the quester, a place to go, a stated reason to go there, challenges and trails en route, and a real reason to go there. He later on discussed that true reason for a quest is self- knowledge,and that every trip is not always a quest. But when a trip becomes a quest Foster explains to stay attentive because some interesting things may be abroad!

    As a child I was a very eager learner, I always wanted to learn new things to feed my brain. My desire to learn how to read started when I was introduced to the book, “Brown Bear, Brown Bear, What Do You See?” Since I didn't have the ability to read at that age, I would ask my mom to

sometimes it may seem like a teacher is making to students and inventing interpretations, but the teacher actually learned a “Language of Reading”

“I want to learn to read and write,” Zero said. “Sorry he said. “I don’t know how to teach.” “He went over to his hole, and to his surprise it was finished.” “Then turned to Zero, who had been quietly digging in his hole since Stanley’s return.” “I’ll try to teach you to read if you want,” Stanley

For some people reading can be a difficult experience. For me it became difficult at the age of five years old. I really wasn’t an educational kid I was more of a kid that like to play with my toys and four brothers, whenever they came home from school. As I grew up reading became a little more difficult for me to master, at times in my middle school my teacher Mr.G would test us on how well and skilled we were at reading. Every day when it was time for him to test me I would get nervous and started to stubble on words and fail my test. By the time I was in high school I learned how to take my time and read, which has help me to progress my reading skills over the years.

I am sitting at my work desk reading an autobiography called the Blood of the Lambs, and I ponder about the amount of time having passed since I have sat down to a nice personal evening with a book. Upon reflection, I realize that the path I took to learning to read wasn’t an easy one and involved time, effort, and hard work.

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

When Abe was first brought into the world for several years he didn't have a chance to partake in a good education. Lincoln had to teach himself how to read, along with helping out his parents. Soon enough he started schooling but he was limited to only 3 periods a day because he had to continue supporting his family. Would you be able to teach yourself to read as

For Bobby, this wasn’t an option due to the fact that he could hardly hear. When Bobby was about to turn three years old his parents had become increasingly concerned about his progress with speech. He was making sounds, but wasn’t forming words correctly, and he slurred a mass of noises together when he got excited or needed something. His family realized that he would only respond to their words if they put their faces right in front of Bobby’s when they spoke to him. After his parents’ concerns grew and they spoke to doctors, they determined that Bobby had been reading lips since age one, and had been trying to make words, but was unsuccessful due to the fact that he had no sense of hearing in his left ear, and his right ear was impaired as well. After multiple surgeries, the hearing in his right ear was significantly strengthened, and he was immediately put in to many special programs to help him catch up on his speech, and equally important, his ability to read. Due to the fact that he did not have a relationship with words for the first two years of his life, “independent literacy” became a task that would haunt him for the rest of his school days.

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for