Summary Of Four Articles On Reading Skills

Reading is the beginning of every child’s learning. The basis of education begins with learning to read. Short (2010) explained that literature acts as “an inquiry to life” and a “way of knowing” (p. 50). However, in order to support children’s learning, it is essential to show children that learning is interesting from a young age. When Short first began teaching using worksheets and a basal reading program, she wrote, “I often felt that children were learning to read in spite of me” (p. 49). The students were not learning to think critically. However, when she began introducing literature circles to her students, she saw them “critically exploring their understandings with each other” (p. 49).

As I arrange this reflective analysis paper on topics that relate to a foundational course and specifically searching for the modules that have given me the most information, taught me something new or expanded my knowledge on a specific topic of reading, I have come to realize how far I have come since I began this adventure. I began these courses after graduating from Marshall with my bachelors. I chose this path because of my love for reading and teaching reading. I have come to realize that these courses have enabled me to become a more effective reading teacher and I now have been given the skills, strategies and techniques that I needed to teach a child to read. I know that I will always need to keep up with classes and new techniques, but feel that I am much more capable of teaching reading than before I started these courses. The course 653 Literacy Acquisition helped me to improve and further develop my educational philosophies and beliefs. So, I chose to speak about the first lesson that was expected of me in this class, Module 1 Literacy Theories, Beliefs and Practices.

The strength of shared reading has been well documented by many researchers in the field of education and thus is a widely used practice among elementary teachers. Researchers have concluded the importance of shared reading experiences as it gives students opportunity with texts that helps “facilitate the

The shared book reading program is a teacher-directed literacy program designed to allow the educator the opportunity to model developing comprehension, alphabetics, and general reading achievement skills. The program aligns with the CCSS in that is focuses on the development of comprehension, alphabetics, and general reading skills. Furthermore, the program’s flexible design allows the teacher to utlize formative assessment to create targeted lessons focused on group and individual achievement (Common Core State Standards Initiative, 2012).. Additionally, teachers are encouraged to use open-ended questions as well as student’s background knowledge to engage leaners during the lesson. The program encourages the use of quality trade literature

In the article, Complexities in the Roles of Reading Specialists, the responsibilities of a reading specialist are explained in great detail since the roles and responsibilities are so complex. Defining a reading specialist’s role and responsibilities is important because many teachers and administrators misunderstand the effectiveness of a reading specialist. Through this article’s results and findings, a reading specialist’s role become more defined and thoroughly explains how they can be utilized in the classroom in order to help students become successful readers.

After reviewing the fourth grade DDM data, it was evident that our students struggle with close reading and comprehending texts on a deeper level. They were able to answer a majority of comprehension questions that were stated in the text, however, 89% of students scored 60% or below on inferential and higher order thinking questions. It is because of this data that I propose we implement literature circles into our reading routine. In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by student 's ' response to what they have read. You may hear talk about events and characters in the book, the author 's craft, or personal experiences related to the story. These types of groupings allow for authentic conversations that help deepen a student 's understanding of a text. It also requires students to work within groups and as teams, which is emphasized in our PBIS curriculum. I believe that incorporating literature circles will allow students to work collaboratively in the area of reading while strengthening their comprehension skills.

The Portland Public Schools uses a reading program called Reader's Workshop to guide K-6 students through the process of learning to read and reading to learn. Reader’s Workshop is a research-based program developed by Teacher’s College. As part of Reader's Workshop, all students are assessed at the beginning of each school year using a reading screen called Fountas and Pinnell. The Fountas and Pinnel reading screen allows teachers to identify each student’s reading level. Once reading levels are identified, teachers work collaboratively to design an individualized program of literacy instruction that builds student fluency, accuracy and comprehension. Through Reader’s Workshop, as opposed to each student reading the same text in a one-size-fits-all instructional model, each student reads a personalized text that engages students at their current ability level and scaffolds text complexity as students develop the ability to engage fiction and informational text.

“Literacy begins in thinking about stories” (Robert Fisher 2006) with reference to a specific children’s novel, discuss how you would develop lower ks2 higher order reading skills to enable them to improve their standard of reading

In my opinion, the reason for this assignment is for the teacher to see where we are in our reading, and writing. Reading to me must happen when I am interested in something for example, a movie because I enjoy reading about the plots but everyone is different. Another example is a graphic novel, because you can understand the concept or plot a lot easier than you would do in a regular novel. In regular books, you have so many things going on and you aren’t able to understand what is happening then you end up getting the wrong idea. Writing is just about the same for example, I can’t write about something that I know nothing about or interested in. Therefore, I am writing this paper to show you my weaknesses and not my strengths because I

Reading is the basis of learning. Much of what we do in our daily lives involves reading, whether in a classroom setting or in the real world. Since reading is such an important aspect in our society, there is a great emphasis placed on literacy and reading in the classroom curriculum today. The United States is ranked much lower than other developed countries, based on standardized tests given internationally (International Comparisons of Achievement, 2016). In efforts to improve this ranking there has been discussion of how to go about teaching reading. The idea of how to best teach reading to students has become a controversial topic among educators. The effects of reading ability group types have become a highly considered and researched

In researching the evolution of reading instruction, the method that stood out to me as the most productive is literacy circles. In teaching a reading level grade, there are many approaches and methods that are needed to produce effectiveness of reading in our students. Literacy circles as stated from Devick-Fry and LeSage (2010) are “small student-directed groups in which each group member agrees to read the same story, poem, article, or book and selects specific responsibilities to perform during the discussion” (p.35). In addition, utilizing writing circles urges students to orally also; graphically speak to their reasoning about the literacy choice through the setting of their part (Devick-Fry and LeSage, 2010).

I have enjoyed the whole book of A Wrinkle in Time by Madelene L'engle. My reading strategy that helped me understand this story was inferring. I used inferring for my comprehension strategy because then I can deduce or conclude (information) from evidence and reasoning rather than from explicit statements. Another reason why I used inferring for my reading comprehension is because then I can get an idea about what's going to happen

In my grade3 class, I use the Pair-Share and the Close Reading strategies, I read about these strategies before, and now I am applying them in my class. The Pair-Share Strategy is one of the ways that let students talk about an issue or topic in class is to use the “think/write pair–share” method. (Lyman, 1992). In this strategy, I present a problem in the class and then give students 30 seconds to one minute to think about or write out their response. Then, the students pair up and explain their responses to one another for 3 to 5 minutes. Finally, the results are discussed, this technique takes only about 4 to 6 minutes of class time, and it could be done once in each class session. This strategy has worked successfully in my English class, where I introduced a topic about “Community Service” I asked my students to think about the role of community service work then I asked them individually about their decision and choices about doing a community service work. The class was asked to do community service work and students who changed their ideas and thoughts about it are asked why they did so. The Close Reading Strategy improves reading comprehension and provides engagement in the subject (Bass & Linkon, 2009). In class, I model how to read and interpret a passage while the students follow in their books. After that, some students may be called individually to read aloud and interpret similar selections. After reading passages of a story, students will be divided into groups of three or two and be asked to talk about and decide what the selection means, and then paraphrasing it in their own words. I will ask the groups to give their interpretations and analysis before providing my analysis. This technique worked well with grade 3 students, where they had to do this strategy every time we start a new reading

This article investigates the beliefs and practices in reading instruction of 30 kindergarten through third grade teachers in the suburban school district of Decatur, Georgia.

“Directly/explicitly teaching reading means imparting new information to students through meaningful teacher–student interactions and teacher guidance of student learning” (Rupley, etc… 2009). There are five aspects of direct/explicit/intentional teaching, that will help improve student learning, they are; establishing a purpose, modeling for students, guiding students through the use of questioning techniques, providing group work, and providing students with opportunities to work independently. In this paper I will discuss how each of these has a positive impact on student learning and how it can be used in my school.