Reading Volume Is Central Of The World

During the next two decades, the focus of reading instruction shifted away from phonics based basal reading programs. Instead, research suggested teaching children how to think and

Early reading success is the foundation of a student’s knowledge and self-esteem. The foundation also provides future opportunities for growth. Students must learn to read proficiently so that they are able to learn more in future grades, post-secondary schools, and the workforce. Beverly Tyner’s Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers states “In the United States, which offers few career opportunities for the illiterate, teaching children to read proficiently is the most important single task in education.” (Tyner, 2009). Beverly Tyner created the Small-Group Differentiated Reading Model which incorporates research-based strategies for teaching beginning reading skills and skills

Learning to read is a complex task, and each child learns at his/her own pace. Even though children truly learn to read at school, it does not diminish the importance of reading at home. Parents spend so much time choosing all the right schools and making sure teachers are exceeding expectations. When as parents you have the power to boost your child’s learning by simply making books an integral part of their lives. The evidence about the benefits of parents being involved in their children’s education in general, and their children’s literacy activities in particular, is unequivocal. Research shows that parental involvement in their children’s learning positively affects the child’s performance

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:

The Drop Everything and Read (DEAR) program compared to the Silent Sustained Reading (SSR) program proves to be a more effective reading experience for students. The DEAR program provides exploration and a better understanding of what students are reading, which is more than the SSR experience where they are just sitting and reading silently. Teachers are able to incorporate structured time to work with each student periodically to assess their progress and plan corresponding instructional goals. More importantly, students are given the time to read books that are of interest to them, discuss with the teacher what they have read, and obtain the support they need for further reading explorations and considerations (Gardner, 2016).

One of the most important foundational skills in the primary grades is learning how to read proficiently. This skill is a key indicator for student’s success for the rest of their educational careers (Wigfield, Guthrie, Perencevich, Taboada, Klauda, Mcrae, & Barbosa, 2008). The teacher researcher believes that the students in her class are not motivated to read paper bound books, and that by implementing an online reading program it will increase her students motivation to complete their nightly reading homework. She also believes that when students complete their nightly reading homework on a regular basis this will help improve the students reading comprehension and fluency scores. It will also have an important impact on the overall academic functioning of students according to (DioGuardi , Theodore, Hughes, Aloiso, Eccles, & Eccles,

Of importance, this study showed that even a few hours of reading intervention goes a long way in helping at-risk children with retaining and improving their reading skills.

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

The purpose of this meta-analysis was to gather, classify and evaluate information from previous studies for scientific data to support long held beliefs in relation to recreational reading and academic performance. The belief that recreational reading results in stronger reading, vocabulary, writing and spelling abilities has influenced curriculum and lesson plan choices and, in particular, free reading homework assignments. Upon evaluation of the data gathered it is determined that, while there is an upward spiral causation, it varies from age group to age group, has greater effect depending on the subject’s initial reading abilities and has varied effect depending on the skill being tested. The study concluded that not only is

Reading is one of the most difficult and challenging skills to master in school. The National Assessment of Educational Progress (NAEP; 1997) reported that 40% of fourth graders, 30% of eighth graders, and 25% of twelfth graders were reading below grade level. Snow, Burns, & Griffin discovered that the percentages are even higher and the gaps even wider between grade levels in schools predominately made up of free or reduced lunch eligible student populations (as cited in Joseph, 2002). It is up to the schools and teachers to find strategies to help these struggling readers master the skills that are necessary to be better readers. Even with the growing number of programs being made available to help assist with struggling readers, most

Response: The variables being examined are close reading strategies, reading comprehension, self-efficacy, progress monitoring and classroom participation and engagement. The intervention, Read 180 is a model designed around small group instruction and was used to target specific reading deficits and monitored reading, writing and spelling improvement as well as independent reading time. Students were assessed at the end of the nine week period with the Scholastic Reading Inventory to measure any Lexile gains.

As a student, I remember when I was really little and how much I loved to read. I’d have either myself or my mother read me a book every night before bed. I loved picturing the story within my head, but now as a freshman college student I do not enjoy reading. I only decide to read when its assigned, and even then it's still hard for me to focus, especially if the books not interesting. After reading this article called “How Teachers Make Children Hate Reading”, these are the three major points I related to; having children read out loud, making them stop reading to look up a word they don't know, and quizzing them on things they read. I realized that I related to all of them and remember going through that in school.

If critics cannot understand the benefits of independent reading for young children, then they should consider other areas of education to critique. The core of every moment in

Reading is considered to be the key to success to many teachers, and may even believe reading can bring grades up and eventually help in starting a career. What I believe is that reading not only encourages me to learn more, but learn more about any life skill from working skills to communicating skills. I believe that by doing independent reading I will be able to see life more clearly and through fully as I challenge myself with AP courses and experience what those previous top ten students have dealt with. I do read on my own especially ebooks and audibles. This independent reading will help in erupting my motivation, dedication, and enjoy the books given as homework by an English teacher.

I began my research by looking at the National Center for Education Statistics home page, where among other topics of interest, I noticed a "data snapshot" that claimed "46% of fourth-graders read for fun on their own time almost every day in 2011" (National Center for Education Statistics, 2012, n. pag.), which seemed an alarmingly low proportion to me, if reading is generally considered linked to vocabulary acquisition and further educational attainment. More alarming still, I found that while the proportion of fourth-graders' self-motivated reading has increased for some groups, it has fallen for others, and eighth-graders' voluntary reading levels fell even further (National Center for Education Statistics, 2012). This indicated a trend in fourth- and eighth- graders' reading habits over time, but also within the group 'readers from fourth to eighth grade' as the individuals in the first cohort aged into the second cohort. If the 19 per cent of eighth-graders who read voluntarily were the same fourth-graders who read at 46 per cent levels four years ago, the result would indicate a decline in voluntary reading by more than half, over potentially the most important formative years for students' future performance. I found multiple trends, across fourth-graders in successive rounds and longitudinally, as these readers aged into higher grades. Worse, voluntary reading was especially low for lower socio-economic groups and some racial categories. What could cause such a