Students Hate Reading

As kids we are exposed to many different thing in many different environments like reading and math in school, or swimming and music in someone's time spent away from school.

Some English teachers might even argue that their content focuses more on rhetorical devices and composition rather than learning to read and write. Some teachers may say that they need to focus more on content than literacy strategies. However, simple literacy strategies can be taught that we will help students understand the content even greater. For example, a higher level literacy thinking skill is being able to properly label diagrams and maps. If a student cannot understand how to read a map of Europe they simple will not do well in a history class. Some teachers might not realize that they are teaching literacy skills by teaching a student how to read a map

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,

and that could affect their learning in class and in school in general. Most of the time the material that is taught by teachers are visual and/or implied lessons that have nothing to do with the material at the moment. Unfortunately those students that

\item The teachers always want their lessons to be interesting and they introduce the real life problem before they can go deep into the content of the subject.

In order to, actually learn a person has to fully grasp a subject to comprehend it. The third author, Kyoko Mori, author of the essay School,  declaims that, “No matter what the subject, our teachers never gave us very clear advice about how to do it better” (Mori 206). Most people would agree with that statement, not just because of the truth behind it, but from personal experiences where that certain statement has been applied before. It could be math, english, science, history, art, sports, music, or anything under the sun that could possibly be learned, where the teacher of that particular subject may explain something where it all sounds familiar; it could be on the top on someone’s mind and they just wouldn’t quite be able to get it, because of the way the teacher explained it. Most people have figured out that most things, if they want to be successful with it, they have to do it themselves to know if they did it right or not.

The more effort we use in studying the better results we will get. Certain people have a hard time comprehending school work from the first grade to throughout high school. For example, in the article “Saved,” the life of Malcolm X, the reader is told about Malcolm’s struggle with learning .One problem he had was he couldn’t write or read his own hand writing. The way he began to overcome his handicap was that he would copy and memorize words from the dictionary. When he entered prison he was illiterate. He could neither read nor write. Later on, to help his reading comprehension, he would spend time in the prison library. Spending an hour every day in the library helped to increase his comprehension.

Honestly when I started reading the book I was kind of bored with it maybe it’s because I hate reading but I’m trying to break out of that stage so as I continued to read it got very interesting especially in Early Awareness Chapter it started to make me think about all the things I was taught in life and how I never asked question I think I was too young to realize.

Someone has to teach the ABC’s and the 123’s that get a person through life, or do they? There is science, history and English to contend with also. At any given time in life, you will undoubtedly have to sign a contract, take out a loan, or possibly even bail yourself out of jail, so it would be a huge asset if you could read, write and comprehend effectively. But, according to James Paul Gee author of Games, Not Schools, Are Teaching Kids to Think, “The US spends almost 50 billion each year on education, but Forty percent of students lack basic reading skills, and their academic performance is dismal compared with that of their foreign counterparts”. (Gee 399) Obviously the method many schools are using is not working upholding Carr’s theory that we are turning into more of a pancake society. Gee reports that presently schools are using a mechanical scripted instruction method that is merely teaching by way of line by line scripting resulting in students memorizing material and subsequently participating in a barrage of multiple choice testing. This does not necessarily mean that memorization does not have a place in education, it

To start off, teachers tend to teach to the test instead of actually teaching. What about all the time spent on schooling students in the techniques of test taking--how to fill in answer sheet bubbles, whether to guess

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.

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

Traditional educational methods are by no means ineffective, as evidenced by our populations increasing number of individuals attaining higher education (Murnrne, “Graduations on the rise”). Every human being is a unique organism, therefore it stands to reason that we each have different way of learning. Current educational methods that are open to and required of all young children ages 3-5 are based on academic achievement. A concept well understood by adults but completely foreign to a tiny human who has not even learned to tie their shoes. How much of a long term effect can memorizing 2x10 = 20 as opposed to actually seeing how and understanding hot the answer was achieved (Caring for Your Baby). Its knowing how to get from point a to point be but not knowing how to read a map if you have to get to point c.

The authors are looking at an issue that is interdisciplinary in nature, so they determined that they must seek research evidence from each of the important fields of study implicated in the research. The three areas of study were educational psychology which gave insight into how people learn, foreign language teaching and cognitive psychology which has to do with memory (Erbes, et al, 2010). The researchers determine that in the field of educational psychology, studies had long been engaged in determining how teachers could use information gained in studies of brain function to enhance curricula and teaching (Erbes, et al, 2010). In one of the studies examined, Sutton (2008) had tried to see how teaching

The failure of students being able to read and comprehend what they are reading is a great concern for most schools. When students enter the fifth grade and are not on grade level, they are already behind their classmates. Teachers are then responsible for remediating the students to get them on grade level. Unfortunately, these same students are unable to keep up with on grade level standards teachers are required to teach, because they lack the skills needed. These students will continue to struggle throughout their education because they will not be able to catch up to their grade level. Many educators have realized there is a gap between fluency and comprehension. Because of this realization, special instruction such as guided reading and remedial teaching has been implemented.