Reflection on Reading

There are many important components involved in learning to read, however, five main aspects stand out. These being early experiences with language and print, phonological awareness, phonics, vocabulary and fluency. All of these elements are important and depend on each other to generate the ultimate goal for reading which is comprehension. Teachers need to have a comprehensive understanding of the process of learning to read, intensive knowledge of effective strategies to help children thrive when learning to read

Learning to read is a complex task which involves active problem solving through the implementation of several intertwined skills. When providing reading instruction, it is not feasible to expect that children will pick up these skills implicitly. Effective reading instruction requires an explicit and systematic approach which aims to develop the specific skills and understanding required for successful reading. As children move through the stages of reading, learning is supported through methodical and integrated instruction in concepts of print, phonemic and phonological awareness, phonics, fluency, vocabulary and comprehension. However children are active learners rather

Phonics will start to be taught in nursery or reception and a child will not be able to learn to read without proper understanding of phonics.

As you stated, phonemic awareness is very important to a child's later achievement in reading and also spelling. Rhyming and poetry are great ways in promoting phonemic awareness. In my post, I also mentioned a similar activity, and I think rhyming is very effective when working with children which is why many class incorporate these types of activities in their classroom. Great

A doctor once said ‘the more that you read, the more things you will know. The more you learn, the more places you’ll go’. That doctor was, of course, Dr Suess in his book 1978 book, I Can Read with My Eyes Shut!. Reading is the orchestration of many skills. It is much more than simply decoding words. The National Reading Panel Report (A Closer Look, 2004, p. 1) summarised a child’s reading process and teachers’ effective reading instruction into five essential components. These five critical elements are phonological awareness, phonics, fluency, vocabulary and comprehension. Each element is individually important; however, each cannot occur independently of one an other. The most effective way to teach these elements is through a balanced

Phonics are essential to literacy and children’s ability to learn to read and write. Phonics are a system of associating letter symbols with speech sounds (Orton, n.d.). They have an important role in the Australian Curriculum and Reporting Authority: phonics and word knowledge [ACARA]. There are two main concepts related to phonics they are analytical phonics and synthetic phonics. Diana Rigg (2016) states that “direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read” (para. 3). Phonics are used by children to learn to read and to write, they include letter identification, onset and rime, blends and the relationships between blends and phonemic awareness (Hill, 2012, p.259) (Rigg, 2014). There are many teaching approaches that may be implemented to teach phonics effectively. This essay will discuss, critique and analyse phonics their importance and how different teaching approaches may be implemented to teach phonics to students effectively. It will maintain that synthetic phonics have been proven to be more successful in teaching children than analytical phonics, although it is imperative to use both a synthetic and analytical approach to teaching children phonics.

I am from Alabama, so I learned to read with the Sally, Dick, and Jane reading books. Oh of course, I can’t forget about Spot the dog. I think back then the teachers did a lot to get us reading. I have been reading about all of the new ways to teach kids phonics awareness, but when I was a child, the teachers taught phonics just like they do now. We all learned our letter sounds associations then we started to put sounds together to make words then we did the word lists and spelling words etc. We broke words down in syllables. We did rhyming, poems, and songs and all kinds of phonics activities just like how reading is taught today. Back then the only difference I notice is that, we did the group lessons where we had to do a lot of repeating which of course everyone today knows as “rote,” but let me tell you “rote” worked pretty well for us.

Before 1975, in Woods Loke Primary School in Lowestoft, England, teaching reading was based on whole word approach. Finding a group of children with writing and reading difficulty was a reason to find a method to teach children letter sounds first to see if basic knowledge of sounds and their relation with words is a helpful and practical one. As Sue Lloyd, the author of the method says, later in 1980s, the school introduced some blending structures in addition to the letter-sound activity. Sounds in words were taught first, it helped children to identify them and relate them to the letters. This phonemic awareness made reading and writing much easier for learners. Based on an external research experiment

I sat in my fourth grade classroom staring at the bookshelf when suddenly I caught a glimpse of a dark blue book with a heroic being on the front. I lifted the heavy book and began reading Percy Jackson: The Lightning Thief. As soon as I started I fell into this mythical world where gods, monsters, and heroes all existed. It was a rollercoaster through my emotions. The thrill. The suspense. The surprising new book had a grasp on me, to stop reading it would be difficult. I felt attached. As soon as I started, I finished. Devastated, my chase of this feeling has never stopped, no other book has given me the same fulfillment as Percy Jackson: The Lightning Thief. As a young reader I would love to find the same joy and thrill (as I did back

Learning to read is a valuable and important skill that children acquire from a very early age. Children gain an understanding of the different sounds in our spoken language from a wide range of different experiences and social interaction with their environment. For example, singing and saying rhymes, sharing books, making and listening to music, pretend play, listening to adults and joining in conversations etc ect. as mentioned by Vygotsky (1978)

As a child, reading was an activity that I loved and grasped from the moment I opened my eyes and saw the world around me; one full of big letters, long syllables, descriptive words, and jazzy sentences that combined to create exhilarating descriptions of everything I would come across in my thrilling adventures. From the earliest stages of my life to my first simple words, to recognizing how a colorful picture matched the plot of a story, I grew, developed, and spent time with the wonderful people around me whom I was blessed to call my uncles, aunts, and cousins. They had spent hours upon hours pouring their time into teaching me the arduous process of reading, instructing everything they could about sounds, syllables, pronunciation, and

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.

The information shared this week was very interesting in the early acquisition of reading. I connected to the early acquisition of reading articles, but I give my elementary teachers all of the credit, especially my first-grade teacher, Mrs. Tipton. She was an excellent teacher and made time to sit with each student to practice letters and words. Arlene Barry’s “Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials” stated “it is the teacher, and not the material, that is the key to quality instruction (47).” One excellent teacher and the environment he or she establishes is all it takes to spark an interest in learning for a young child. Mrs. Tipton was that type of teacher and truly dedicated to her job.

Phonics is described as “understanding letter-sound relationships, as well as larger letter pattern/sound pattern relationships” (Ruddell, 2009). Though in my opinion there is a lot more to phonics than this. There are several aspects to phonics, different types of phonics, negatives to the idea, and several ways to teach it. In this paper I will address all of these based on research I found, the discussion I had with my peers, and my own opinion.

The history of the use of phonics dates back to the 1700’s. Backs then, children were taught to read through their memorization of the twenty-six-letter alphabet. Since many books hadn’t been written, their primary