Reading And Learning Abilities Through Writing

“To Dumb for Complex Texts?”, an essay by Mark Bauerlein, states high schools are at fault for students inability to comprehend complex texts. Bauerlein starts by noting students who enter college are not as prepared as they should be, evidenced by their placement exam scores. Bauerlein goes on to state the lack of readiness is due to high schools increasing focus on digital reading, rather than the physical form. Additionally Bauerlein writes that complex reading is not thoroughly integrated in to student curriculum. Bauerlein believes that because of the high schools simple literature curriculum, students beginning college have not been properly exposed to complex texts, and as a result cannot properly comprehend the readings assigned in

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

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.

In today’s world of education, there are many theories and best practices put into effect each and every day. While there are many instructional strategies used today, some prove to be more effective than others. This lesson is designed to use the instructional strategy of modeling. In hopes of providing explicit examples of how to comprehend texts, the teacher seeks to improve the students’ reading fluency as well as their ability to comprehend grade level texts.

How does the participant construct the meaning of an academic text after participating in the reading support sessions?

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

In doing my research on how to improve a student’s comprehension, and fluency skills. I noticed that my searches at times were less accurate than other articles that I looked up on the computer based system. I noticed when I was searching, for scholarly articles there was more accurate data about my study. In the google search, it gave me at times limited information about my findings. However, computer systems benefited me to get enough information on my study. In the article, Differentiated Instruction for Reading. This article was about how a teacher uses different strategies to improve her students reading fluency. This is such an important aspect for teachers to understand that each student learns differently.

We want to create knowledge depth in students. To do this we need to have students engaging in close readings of complex texts. Moreover, our lessons need to teach students how to approach text analysis, as opposed to using question and answer drills or practice tests as test preparation.

The fourth grade group of literacy learners I worked with was intermediate readers and writers and yet their individual skill sets varied in some degree. This became evident during the rereads of a close reading lesson. The lesson consisted of two different passages pertaining to the topic of hurricanes. However, the lesson was revised by day two to include the second passage. This decision was based on one of the factors of text complexity involving text structure. Students were able to compare and contrast the passages, determine the point of views, and synthesize information involving a hurricane survivor. Choosing a complex text became the most difficult part of the lesson being my first lesson on the topic. I followed the International Reading Association (IRA) and National Council for Teachers of English (NCTE) (2014d) guide for choosing complex text, which stated text, is complex if it is higher than the students’ independent reading level and if the text

The theoretical framework is founded on the pretense that much has been written concerning the problems that many students have with the comprehension of reading materials, especially content texts--science, math, and social studies. Alexander (1988) suggested that these children may be those who have little trouble with their basal readers or trade books, yet are unable to derive meaning from what they read in content area textbooks.

I wouldn’t say that I am a good writer, and I really don’t like to read books either. Through my years in school I became literate in these two categories. I was and still am not interested in writing, or reading books in my spare time. The only writing I have ever done is for school. Writing just does not interest me, and the only reading I do out of class is reading about sports in magazines, or reading the news, or looking at web pages. I have only read a couple of books on my own, 95% of all the books I have read have been for school. The reason for not writing out of class is probably attributed to the fact that I am a very impatient person, and I have a short attention span. I have no interest in writing and reading so when

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

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 and writing are both important; you can’t have one without the other. They are skills that are increased constantly due to little things that most times are not noticed. Whether it is from a book to a poem, there will always be a way that it helps out your school performance. Reading and writing in general only helps absorb information, and enhance leisure or school related writing tasks. It has also made life itself so much easier because reading and writing are so beneficial for school and for life. How much you read and write today, will somehow affect your future job, family, position, or even your salary.

In today's education, students are expected to read and understand complex texts, read higher level informational texts, expand their academic vocabulary and communicate their reading and learning abilities through writing, to meet the Common Core Standards (Buehl, 2014). By using this annotation web tools, students can build and develop essential literacy skills that will help them build sophisticated vocabulary, comprehend complex text, and understand important