Response Essay 'Why Reading Is Like Baseball'

At the end of the article Keene also points out that the way teachers handle and teach during class is what’s forcing theses harder to reach claims. The teaching ways show that not giving a challenge to the students makes it harder for them to achieve their goal and try to succeed in college.

All educators would agree that there are clearly issues with the education system in the United States. But, I think the issues is one of more political nature not are individual teachers. In my opinion, for every teacher that gives their students those worksheets every night, like Wolk talks, there is a teacher that really tries to provide meaningful homework. It the government standards that are making the fill in the blank educations, not the particular teachers. Maybe Wolk isn’t trying to blame the particular teacher, but the system, yet there seems to be a couple point in the article where I think his frustration and anger is misdirected. Some of this misdirected anger could be from Wolk’s personal experience with education. Everyone has a unique and individualize experience with the education and the teacher that you personally have. For some people this experience is positive while other times people experience is more negative. This makes in hard to make generalization about education, cause it impossible for one person to experience what goes on in every classroom in

My early reading experiences reflect the history that Vogt and Shearer (2011) describe in the first chapter of Reading Specialists and Literacy Coaches in the Real World. The basal reading programs of the 1970s and 1980s included “leveled readers, phonics activities, and a great deal of comprehension skill practice, usually found on the pages of the accompanying workbooks. The programs also included highly structured, detailed teacher’s guides, with different lesson plans for each of the three instructional groups” (Vogt & Shearer, 2011, p.13).

Memory is a powerful concept. Often when an individual undergoes a traumatic situation, the ramifications of these actions seep into an individualfs psyche unknowingly. In effect this passes through memory and becomes sub-consciously buried within a personfs behavioural patterns generally. The Reader by Bernhard Schlink explores the concept of a young mans subconscious desire for a woman whom he gcanft remember to forgeth (1Memento) as she is so deeply inlaid within his soul.

“The more you read, the more things you know. The more that you learn, the more places you’ll go.” This is how Dr. Seuss thought of reading, and I think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that reading is an interactive activity in which learning happens, or as Clay (2001) defines it, “…a message-getting, problem-solving activity” (p. 1). Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a significant component in the ‘Big Five’ of children’s literacy development.

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:

Bruni quotes the President of the National Center on Education, Marc Tucker, “ Our students have an inflated sense of their academic prowess.They don’t expect to spend much time studying, but they confidently expect good grades and marketable degrees”(par.25). From a young age we need to teach these children you succeed from hard work. Many parents have been exempting their children from test and are expecting them to learn? In order for kids to be able to learn what they need to, parents need to allow them to deal with the difficult times.

While all fields of academia possess some level of practical application, there remains an ever-important and all-encompassing skill which is needed to truly understand each subject: reading. Though literacy rates in the US near 100%, literacy unaccompanied by tools such as context, critical analysis, and sufficient skepticism can leave one lost in arduous texts and vulnerable to flawed arguments. This notion is rarely rejected by anyone at face value, rather, questions regarding the implementation and perceived importance of certain reading strategies alienates differing camps. Many attempts at mitigating the dilemma of subpar reading comprehension have been made, most notably, Daniel Willingham's proposed reform of early education, Michael

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

There are many statements from the text that coincide with my beliefs, and it makes sense that they would because they tie to these standards of professional educational leaders. However, there are a few statements that do not coincide with my beliefs. I disagree with the statement that “all students can and will learn” (Cordeiro & Cunningham, 2013, p. 27). While it is my belief that all students can learn, I do not believe that all students will learn. This is not a pessimistic view of education, but it is a realistic one. There are many factors that would cause a student to not learn that are beyond the control of a school, such uncooperative parents or an unwilling child. I have seen this play out in my own experience as an teacher of an

In my professional opinion, I agree with this article. I think that often times as teachers and school professionals we feel as though we know what’s best for the students due to our know how and education.

If I decided to go backpacking through any country I think I would bring a book, a shovel, and a pack of cards. When I was younger, I would never have chosen to put a book in my backpack. I had a lot of trouble reading in elementary school so naturally, I started to hate reading with a passion. Everyone tried to help me out, especially my mom since she was such a huge reader. No matter their efforts I continued to hate it for most of my elementary days. Finally, my former 2nd-grade teacher decided to give me a different book to read. She explained that if I wanted to get better at reading, I would have to find a way to overcome my frustration. I knew that reading was really important and if I had a hard time just wait until I got to high school. So, for the

Our lives depend and revolve around the education we receive between the ages 5 and 18. Our system has set us up for failure from the earliest years. As stated in the earlier paragraph… it ranks our grades superior to what we have absorbed from the information we are given. Teachers will often administer busy work or grade for participation, though it may be beneficial to the students grade or easier for the teacher to grade... This method of teaching, too commonly practiced, sets the child up for failure when they go to take a final or standardized test and haven't truly learned the information. In Diane Ravitch’s piece, “On Her favorite Teacher,” she talks about how a teacher impacted her life with her teaching style, “Clearly she had multiple goals for her students, beyond teaching literature and grammar. She also was teaching about character and responsibility. These are not the sorts of things that appear on any standardized test.” These types of teachers that implement life lessons into educational ones and that put more emphasis on educating us than just simply letting students pass the class are teachers that lack in today's classroom.

Reading has at all times and in all ages been a source of knowledge, of happiness, of pleasure and even moral courage. In today's world with so much more to know and to learn and also the need for a conscious effort to conquer the divisive forces, the importance of reading has increased. In the olden days if reading was not cultivated or encouraged, there was a substitute for it in the religious sermon and in the oral tradition. The practice of telling stories at bed time compensated to some extent for the lack of reading. In the nineteenth century Victorian households used to get together for an hour or so in the evenings and listen to books being read aloud. But today we not only read, we also want to read more and more and catch up

When students have left my classroom, I will expect them to have learned to be committed to excellence, and not anything less. To me excellence is the key foundation to achievement. Many students in today’s classrooms settle for just getting by. If the commitment to excellence is taught at an early age, it will be imprinted in their mind and used in whatever they wish to attempt whether it be athletics, school, relationships, or other daily life functions of the present and future. I will also expect the children to be able to stand on their own when it comes to education. By that I mean that I so not want the children to totally depend on me to help them with even the smallest of tasks such as an easy