Single Methods That Enables Children To Read In Class

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

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 every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

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

Phonics: this is the most known and used method to teach reading skills, phonics teaches children the relationship between letters of the written language and the sounds of the spoken language, it teaches children to use these relationships to read and write. This will teach them the alphabet and how these words are written and spoken which will be predictable, this will help them recognise familiar words and help them with harder ones.

sometimes it may seem like a teacher is making to students and inventing interpretations, but the teacher actually learned a “Language of Reading”

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

After completing all the assessments and the parent interview, reading and writing activities were differentiated and conducted during whole group and small group instruction. Bear (Laureate Education, Inc, 2009c) discusses using the RRWWT Framework for guiding instruction for students. During the Read To activity, the Emperor’s Egg (Jenkins,) is read whole group to the students. This is an information text which uses labeled diagrams and captioned pictures throughout to provide additional information about the topic. During the Read To, students are following along in their basal as I read, and I have students discuss the diagrams of the Emperor Penguin. Drawing attention to the diagrams and teaching the students how illustrations and diagrams within text can aid in their understanding of what is being read seems to help the struggling reader. Using the visuals such as the diagrams helps this

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)

approach or the other two approaches, in terms of its effect on reading comprehension. The three

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

Teacher and student interaction could also help students achieve high academic performance. Lev Vygotsky, a Russian psychologist, talked about a person with higher knowledge having a greater influence on our learning. When people who are older and more knowledgeable guide us through a learning process it is easier for us to grasp a better understanding of those concepts and information. Students can ask teachers questions and teachers can answer those questions in ways that will help the student understand the material they are learning. Teachers can practice a method known as high-quality instruction to ensure that all students are understanding the material being taught. According to the IRIS Center Peabody College in Vanderbilt University, “High-quality instruction refers to the utilization of both research-validated instructional practices and core reading programs. Implementing high-quality instruction allows teachers to rule out inadequate instruction as a reason for poor reading performance” (2). The IRIS Center explains this concept in detail, providing further ways to implement high-quality instruction in the classroom. They discuss two ways to implement it. One way is through a practice called “differentiated instruction.” This is where the teacher uses students’ assessment data and alters instruction to maximize all students’ learning (The IRIS Center 2). This way, every student is able to benefit from what is being taught. It also allows teachers to correct

The other popular technique of reading instruction is whole language, also known as the “look-say” method. It has roots that reach back to the 1920s, when some teachers favored “experience charts” in place of text books (Chall, 1992). Two of whole language instruction’s biggest advocates are Ken Goldman and Frank Smith. In the late 1960s, they observed that adults seemed to process written word without recoding it letter by letter, or sound by sound. Based on this, Goodman and Smith claimed that children should learn to read naturally, as they learn to speak, and that breaking words down into sounds was unnecessary (Moats, 2000). The basic focus of whole language learning is less on the rules and repetitions that are prevalent in phonics instruction, and more on the meaning of the text and how it flows. Whole language emphasizes reading for meaning, and uses language in ways that relate to the students lives directly (Curtis, 1997). Sounding out words, as used in phonics, is not used in this type of instruction. Whole language experts advise that “most students will learn to read and write with no explicit instruction in phonics and spelling” (Moats, 2000). Students are encouraged to decode words in context, and they are taught that the answers are not as important as the process (Haring, 1998). Often, teachers will advise students to use pictures in the story to help them figure out