Students Are Not College And Career Ready Nationally

Guided reading is an instructional approach where a teacher works with a group of students on the same reading level, and who demonstrate similar reading behaviors. Guided reading is highly important when it comes to improving a child’s reading skills. Which is why it is important that children begin guided reading as early as possible. Beginning guided reading during primary school can be beneficial to young students who are still learning to read. By having the children read aloud the teacher is able to identify where their strengths and weaknesses lie within their reading. Then the teacher may be able to group children together

Author note: This paper was prepared for the American Federation of Teachers by Louisa C. Moats, project director, Washington D.C. site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, and clinical associate professor of pediatrics, University of Texas, Houston, Health Sciences Center. Her work is supported in part by grant HD30995, “Early Interventions for Children with Reading Problems,”

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

Reading and writing is crucial for increasing achievement among people of all ethnicities. For many young kids, books are their primary source of learning how to read and write besides the parameter of the classroom. However, there is a significant decrease in the literacy rate found in African-American communities. There is a need for stronger literacy education for this particular group of the population. A huge problem associated with that can be attributed the failure of the public school system to effectively educate the youth. According to the 2009 NAEP data, only 33 percent of 4th graders and 32 percent of 8th graders in the U.S performed at or above proficiency in reading on national tests. These results are very discouraging, in the African-American community, but the results are even worse because only 16 percent of African American 4th graders and 14 percent of African American 8th graders performed at or above the grade proficiency level in 2009.

When analyzing the reading scores within the state of Kansas I found that overall the students are passing with at least 85% of the students tested are at or above the standards. It seems Kansas is not meeting its levels within its racial divides though. Almost 16% of African-American students are not meeting any standards in the reading level but only 3.3% of Kansas white students are failing. These statistics do not completely match up with the economically disadvantage students, over.5% of these students are at least meeting the basic requirements asked of them in the 2009 AYP. Students with disabilities who are given the same tests as all students are also falling below our line of standards.

Research indicates that among students, poor readers evolve into poor thinkers, devoid of strategies to structure the writing assignments that contribute to academic success (Alfassi, 2004, p.1), and teachers who fail to model effective literacy strategies to their students, simply compound the problem. For educators attempting to meet the diverse range of learning needs, the ever increasing number of students with learning difficulties is overwhelming. The decisions regarding the types of interventions and the limited research on numerous strategies currently available are both misleading and confusing. However Walker, (2004) warn that reliance on untested methods and dependence on strategies that have limited evidence have resulted in unrealistic and unreasonable expectations for students. Significantly whilst there has been an exponential increase in research evidence collected around many popular interventions, there is very little

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

In class on Tuesday we discussed how Michigan is in last place out of all the states for reading. Ever since 2003 Michigan has been declining (about 15 years now!). To help turn Michigan’s reading curriculum around the Michigan Department of Education has implemented the 3rd Grade Reading Law. Professor Masko mentioned that those of us who will be employed in three years will be impacted by this law. Our professor also mentioned how important reading is because reading impacts every subject. Students read out of a science book during science time and read out of a book during social studies time. Word problems are found in math so reading really is apart of every subject. A speaker at the Community Literacy Summit stated that “children unable

In a 2015 study conducted by the Nation’s Report Card only thirty-six percent (36%) of fourth grade students and thirty-four percent (34%) of eighth grade students were identified as reading at a level of proficiency. These number varied significantly between ethnic backgrounds and racial makeup, consequently; in an order to increase the reading proficiency of all students the implementation of a balanced literacy framework has been the definitive aim in many reading curriculums across the country.

Fiester (2010), reports a study of Baltimore students found that by the end of fifth grade, low-income students read at a level almost three grades behind that of middle income students. By ninth grade, summer learning

In some of our urban schools, we are graduating kids from high school that can't read their own diplomas, in order to fix this rising problem we need to get back to basics in education.

Researchers have found that 75 percent of students identified with reading problems in the third grade still struggle with reading in the ninth grade (Shaywitz, Escobar, Shaywitz, Fletcher, & Makuch, 1992). No wonder our diverse populations are not successful in school.

National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Report of the National Reading Panel. Washington, DC: Author. Retrieved March 28, 2018 from http://www.nichd.nih.gov/publications/nrp/smallbook.cfm. In 1997

There is no doubt that the biggest challenge facing the state of Texas, and in fact the country, is literacy. The odds are stacked against children who come from disadvantaged backgrounds and are raised in homes where parents lack the fundamental reading and writing skills necessary to achieve the success in life. For children who are raised with low-literate parents, their environments are less stimulating, creating an achievement gap that is evident in infancy. Research tells us that these children can be upto a year and a half behind their peers by the start of kindergarten. What’s more alarming is that low literacy skills are directly linked to greater inequality, higher unemployment, less earned income and poor health. Sadly, the education

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.).