Reflection On Chapter One Of Words Their Way

Accurate, automatic recognition of printed words drives the reading process (Morris, 2008). Spelling assessments play a vital role in this process and enhances the development of reading. These assessments also serve as an important tool when assessing the reading ability of students. When attempting to recognize any challenges students may face, spelling assessments are very useful. Dr. Bear goes into detail about spelling assessments and how they provide valuable insights about the reading development of students and goes into detail about

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:

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

After reading John Holt’s essay, How Teachers Make Children Hate Reading, I fully agree with what Holt is saying. He tells his audience that forcing children to read, use a dictionary and take quizzes on what they read has proven to deter children from enjoying reading. I liked reading it, I liked how he showed that he understood both sides of the situation, but then realized how important it was for children to just read. Even though they did not fully understand the material they still found parts of the readings that made them happy. I liked how Holt made the point about how embarrassed students would get when they had to read a difficult part in a book and classmates would snicker and giggle if they made a mistake. That is a real thing,

In order to narrow the achievement gap there is a big focus of phonics knowledge and learning that reading should be a pleasurable thing to do and not a punishment. Too many pupils

Learning to read is beginning to develop earlier in elementary grades. Students are expected to be emergent readers by the time he or she leaves kindergarten and enters first grade. If a child is not, he or she is labeled as being behind. According to Hughes (2007) emergent readers are using early reading strategies in consistently, read easy patterned text, retell text with simple storyline, and respond to text at a literal level. Hughes (2007) also says literacy develops in young children through play, daily conversation and interactions with text of all kinds. Many children come with emergent literacy skills; can recognize signs and labels, scribble letters, retell stories by pointing at pictures and talking about them, and some have varying degrees of phonemic and phonological awareness. This essay will define and explain implication for each theory in learning to read.

Being her first year in school Scout and Miss Caroline have not gotten on the right foot, most children would feel proud about knowing how to read at an early age exect for her because due to new teaching techniques. I do not agree with this passage because if I knew how to read even before I started school would be one of my biggest accomplishments, just because a teacher would have a certain method of teaching requires whoever not knowing how to read at all does mean that I should feel badly about already knowing

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

“Words Their Way is a developmental spelling, phonics, and vocabulary program. It was developed by Invernizzi, Johnston, Bear, and Templeton. Words Their Way is intended to be a part of a balanced literacy plan that includes fluency, comprehension and writing. Word study is implemented as a small component of the literacy plan but it is also interwoven in actual reading and writing texts.” Through my participation of such classes and by experiences that I have encountered with literacy and assessments, I feel that I have mastered standards 3.1, 3.2, 3.3, and 3.4. I can successfully use data from assessment tools to guide the instruction needed within my classroom or on an individual basis. As a classroom teacher, I work closely with the

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

This is a good example from the chapter on words. It portrays how words can have different meanings to different people. There was a time when I told my fiancé to bring me hersheys from Walmart, however ,when he came back he bought the wrong one. There are a varieties of hershey candies, since I was not clear enough he misunderstood. I had to be clear in asking what I exactly wanted.

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.).

Constructive early language and literacy development can be an ally to opening a child’s (ren) imagination; this will enhance and empower their potential to become successful readers. As the children grow (birth to 3 yrs. old) their brain goes through an extradinary developmental process and they begin to think, learn, communicate and rationalize things. When this early developmental stage is not being nourished the child will feel the affects of it in the long run. Children that come from low-income families that are enrolled in schools are affected the most. Educators and parents can assist these children by giving them the support (early-on) that they need to sustain a healthy learning environment. As educators it is our duty to create an environment that will help in this process.

They begin reading with greater speed, fluency, and can read silently. They can write extended texts and can begin revising and editing. Most students in this stage use but confuse long-vowel markers for some irregular long vowel words (e.g., fite for fight), low frequency long-vowel words phonetically (e.g., mite for might) and common inflectional endings (e.g., -ing, ed). Consonant doubling (e.g., runing for running), vowels in unaccented syllables (e.g., tabl for table) and dropping silent e (e.g., amazeing for amazing) are absent.

Reflection upon the first chapter of Kloos et al. (2012) and the articles by Dohrenwend (1978), Wellin (1955), and McCarty (1955), reveals that one overarching theme appears to unite all three: community psychology’s expansion of what is acceptable for psychological study, which also helps distinguish this branch of psychology from clinical psychology (Kloos et al., 2012, p. 3). The resulting shift in perspective is the crux of the distinction between the two fields. Moreover, Dohrenwend (1978) uses her model of psychosocial stress to highlight how community psychology should push back the intervention plan to the origin of the stress process, not at later stages (p. 12). Community psychology, therefore, is about prevention, not intervention. Once this realization is reached, it becomes possible, even necessary, for psychologists to look at macro-level forces influencing an individual’s life. The distinction between clinical and community psychology raises my first question: how do community psychologists grapple with internal psychodynamics that cannot be alleviated solely through external forces?