Summary Of A Synthesis Essay

Throughout today’s society, media contributes to almost everyone’s daily life. From informative news channels to comical television shows, media proves to be effective in advertisement, releasing messages and informing the audience. Although media proves to be wildly effective in advertising, releasing messages and informing the audience, periodically destructive and misleading messages are provided to the audience and directly influencing women. Cultural critics widely agree that media tends to negatively influence women and all the critics point to research which supports the belief that women are portrayed as subordinate to men, having no

What is the problem you are addressing? Students have to learn the names and sounds of the letters in order move on into more advance connections that will lead them into success in reading and writing. Traditional teaching methods in our schools allow students to make the connections between letter prints and phonemes using mostly visual and auditory learning styles. This early reading task is not easy for beginners (Ehri, Deffner & Lee, 1984, p. 880). In order to ease the difficulties young scholars might encounter while learning sound to letter graphic representation, multi sensory teaching

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

It has recently been brought to my attention that our school is looking to adopt a sustainable menu into our meal program and I would like to give my viewpoint on the matter. As one many students here at Oxford Academy this change will affect me directly. Although people may at first oppose this conversion I think if we are able to overcome the first obstacles, this change would bring a great positive impact to the environment and the health of our students.

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

In Amy Chua’s essay, “The Right Road to America” she argues the point that immigration is a great value of this country and that America was built from immigrants. One thing differs from Chua’s essay than from others because she not only gives highly credible facts on how immigrants have helped our country, but she also provides ways to improve the issues of immigration into America. Amy Chua is a highly credible professor at Yale and states throughout her essay that immigrants who possess American values deserve to be here in America and those who don’t should leave. America had always been a country that accepted immigration and allowed all

Orton Gillingham strategies or methodologies are specially created to assist students with reading difficulties by using explicit, direct instruction when teaching the correlation between sounds and letters, and then builds on each of these skills. The OG multi-sensory approach utilizes visual, auditory, tactile, and kinesthetic movement to assist children in coupling written and spoken language with letters and words. For example, students might learn the letter b by seeing it, saying its name, sounding it out, and then writing it in the sand or shaving cream with their fingers. By utilizing a multi-sensory approach to reading instruction, students are sure to retain the information taught using the multiple modalities

Grainger, J., Lété, B., Bertand, D., Dufau, S., & Ziegler, J. (2012). Evidence for multiple routes in learning to read. Cognition, 123(2), 280-292. http://dx.doi.org/10.1016/j.cognition.2012.01.003

SpellRead could be a distinctive science-based descriptive linguistics audile educational program for troubled readers. The program focuses on descriptive linguistics automaticity and reading fluency whereas providing express comprehension and vocabulary instruction. Aligned with current reading analysis and backed by freelance analysis, SpellRead provides associate integrated, multi-sensory approach that builds a student’s system so bridges it with students’ oral language. Students hear, manipulate, and method sounds, so master the relationships between sounds and letters. By performing on mastering the sounds of the English language, starting with those best to listen to and manipulate to the foremost troublesome, and by combining rigorous

Education should strive to motivate students to become cultured, well rounded individuals. Unfortunately, some policies implemented by schools hold children back in this area. Homework should be abolished because it promotes unhealthy lifestyles, increases stress, and yields uncultured students. Homework stresses out children and their families. Source A depicts a depressed child sulking over a pile of homework.

“Put Reading First” talks about the most important elements of reading such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. The article explains the purpose and importance of these concepts, due to the idea of how hard it is for some children to read. It also offers the idea of instructional strategies to use for the concepts. For example, Phonemic awareness is being able to hear, distinguish between the sounds being heard, and make sounds in spoken words. This involves understanding that some words have the same beginning sound or segmenting the beginning and ending sound in the words. The article also goes on about the individual breakdowns of the concept such as graphemes and phonemes. It then goes over the strategies

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.