Reading Strategies Research Paper

For example, in the Tobin and McInnis (2008) qualitative study, teachers were provided two, three hour workshops about how to differentiate their literacy instruction in the classroom. The professional development courses played a role in the increase of literacy skills of students. This finding correlates to research conducted by Connor et al (2011). In a quasi-experimental study, 33 teachers, at seven schools, were put into two randomized groups. Only one group received professional development and provided varying types of literacy instruction to their students. 70% of the students at the beginning of the study were unable to read. Connor et al. found more of an increase in student comprehension in the differentiated classrooms with trained teachers, than with the non-differentiated instruction, untrained teacher classrooms. Results were measured with a reading comprehension test conducted at the beginning and end of the school

Some English teachers might even argue that their content focuses more on rhetorical devices and composition rather than learning to read and write. Some teachers may say that they need to focus more on content than literacy strategies. However, simple literacy strategies can be taught that we will help students understand the content even greater. For example, a higher level literacy thinking skill is being able to properly label diagrams and maps. If a student cannot understand how to read a map of Europe they simple will not do well in a history class. Some teachers might not realize that they are teaching literacy skills by teaching a student how to read a map

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:

In the primary grades, children should have a well-designed phonics program that promotes knowledge of letters, sounds, words, and phonological units (Dorn, Soffos. 2001. P. 21). The literacy coach should help the classroom teachers prepare for their literacy lessons by providing literary resources needed, modeling to show how certain components of the literacy block should look and making sure the teacher understands how to teach the skills they are working on at the time. For example, if a teacher is unsure how to effectively teach reading groups to beginner kindergarten readers, the literacy coach can model how to do so, provide the teacher with additional help and support, and even let the teacher observe other teachers teach. The literacy coach should also make sure the teachers have everything they need to assess students and that the teachers understand the importance of the assessments and how to get information from them to lead new

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

Roehrig, Pressley, and Sloup (2001) state that teachers should determine what strategies a student might be using when reading and then assist them in learning

Research indicates that among students, poor readers evolve into poor thinkers, devoid of strategies to structure the writing assignments that contribute to academic success (Alfassi, 2004, p.1), and teachers who fail to model effective literacy strategies to their students, simply compound the problem. For educators attempting to meet the diverse range of learning needs, the ever increasing number of students with learning difficulties is overwhelming. The decisions regarding the types of interventions and the limited research on numerous strategies currently available are both misleading and confusing. However Walker, (2004) warn that reliance on untested methods and dependence on strategies that have limited evidence have resulted in unrealistic and unreasonable expectations for students. Significantly whilst there has been an exponential increase in research evidence collected around many popular interventions, there is very little

The research problem evolved when there was a growth in the need of literacy coaches (Smith, 2012). More commonly, literacy coaches were utilized at the elementary level, but now they were being used at the middle and secondary levels too. The first concern arose because middle school coaches do not see themselves as teachers of reading. Common instructional elements found to support in the teaching of reading did not exist at the upper levels. Another concern presented deals with trying to figure out how literacy coaching aligns with the contexts of teaching the middle school grades. These concerns manifested the problem that was investigated in this study (Smith, 2012). This problem was not clearly stated, but once the first several paragraphs were reread, the problem becomes clearer.

Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

The article talks about how teachers get lost in the curriculum and don't think they have time to teach reading or that it's "not their job," and I feel like this is true for some of the teacher's that are still teaching in school. More recently though, I feel like schools and colleges are helping prepare teachers to help the students who need help with reading by reading aloud and having students silently read or follow along and suggests that teachers try other activities to help students. Seeing some students struggle with reading in subjects outside of the ELA classrooms need to be addressed and modified too, because like the article said, there's a lot of students who aren't fluent readers and then eventually check out of school which creates a whole new set of problems. Us as future teachers need to think of or learn ways that we can help these students instead of ignoring the issue and moving past it with lessons from the

As I worked with my group, which consisted of the lowest in 6th grade (below basic), I developed strategies of my own based on what I was hearing from my students reading. I turn to research and we practiced questioning, summarizing and predicting while reading the text. We used the Scholastic Reading Inventory (SRI) to measure our data. We had a base line test, a mid-period test and then a final test to measure the outcome. Data at the mid-period showed that my students’ growth was on track to reach the goal and had surpassed the other teachers who taught the basic and below basic reader.

Reading is an important skill that every child needs to succeed in school. Many students may struggle with learning how to read. Implementing differentiated instruction for reading allows students to learn how to read based on their learning style.

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

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