Teach Vocabulary Analysis

This article described reading difficulties aligned to the Simple View of Reading (as cited in Gough & Tunmer, 1986). They went into depth about three types of poor readers: (a) dyslexia- those with poor decoding, (b) language comprehension- poor reading comprehension, and (c) listening comprehension- impairments in both decoding and language comprehension. Further, they broke down how each reading difficulty is believed to manifest, is measured, and what it specifically affects.

Learning New Words From Storybooks: An Efficacy Study With At-Risk Kindergartners by Laura M. Justice, Joanne Meier and Sharon Walpole set out to evaluate the effectiveness of implementing storybook reading activities to at risk kindergarten children who are in low socioeconomic status communities. The study examined the ability to learn new words from reading the same books over a period of 10 weeks and whether elaboration versus non-elaboration of specific words in context would influence the accusation of vocabulary. This is relevant to reading as vocabulary acquisition is a strong predictor for future reading performance. The study several references research articles in which deficits in vocabulary suggested potential future reading problems. Given this idea, the study aimed to identify means in which to enhance low SES children's vocabulary in order to potentially encourage future reading development.

The National Reading Panel of the national Institute of Child Health and Human Development (NICHD, 2000) identified vocabulary instruction as an integral skill that the learners need to improve. In fact, there is strong evidence to support providing vocabulary instruction not only to improve learners reading comprehension and writing quality, but also their listening vocabulary and their speaking vocabulary (Joshi, 2006; Kame’enui & Baumann, 2012). Vocabulary knowledge, including both oral and written vocabulary, is critically important for a child’s success in school (Kamil, 2008).

It has discussed how the elements along with explicit and systematic reading instruction all work together to create successful readers. It is clear that reading development begins with children understanding that print carries the message and, as a result, this creates the motivation to read. Reading development then progresses to the development of phonemic awareness which lays the foundation for phonics instruction. Once the skills of decoding are learnt, children can then start to combine these skills with comprehension strategies to make meaning of what is read. These skills and strategies do not come naturally to children, therefore, effective teachers provide rich learning experiences which model, scaffold and allow children to apply what they have learnt to authentic

These core components include phonemic awareness, phonics and word study, fluency, vocabulary, and comprehension (National Reading Panel, 2000). Vocabulary knowledge is important because it encompasses all the words we must know to access our background knowledge, express our ideas and communicate effectively, and learn about new concepts. “Vocabulary is the glue that holds stories, ideas and content together… making comprehension accessible for children.” One of the oldest findings in educational research is the strong relationship between vocabulary knowledge and reading comprehension. Word knowledge is crucial to reading comprehension and determines how well students will be able to comprehend the texts they read in middle and high school. Comprehension is far more than recognizing words and remembering their meanings. Children with reading problems read less and vocabulary knowledge often suffers. Without reading, the more challenging text, they cannot learn the vocabulary they need to be able to read further challenging

“The more you read, the more things you will know. The more that you learn, the more place you'll go” (Dr. Seuss). The wonderful world of literature is a brilliant concept, reading can transport one to a completely diverse world, or be the bearer of awful news. To ensure the highest level of reading skills, learning to read should be taught young, but how young? Parents can start teaching their children the basic sounds of letters before their children even start school. Early guidance at home paired with an experienced teacher should put children on a rapid track to reading. Although, it is not always that simple. Reading is an element of everyday life, although certain people might take that privilege for granted. Reading disabilities affect

word recognition and comprehension. With reading fluency, children are able to focus their attention on making connections between the ideas in a text, as well as, between the ideas and the child’s background knowledge. Children who are more

As cited by ASCD (2013), Maranzo and Pickering (2005) delineate the role of vocabulary in literacy development by stating “ knowledge anyone has about a topic is based on the vocabulary of that information”. Students’ ability to utilize and expand their vocabulary base has tremendous implication on their reading aptness. During their elementary years, students from disadvantaged backgrounds augment their vocabulary by 3,000 words per year, albeit middle class students augment their vocabulary by 5,000 words each year (ASCD, 2013). These discrepancies manifest as persistent achievement gaps in reading ability (2013). Furthermore, what is evident is that students able to acquire a large vocabulary early on are in turn adept to learn new words

“The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement” (Lonigan & Shanahan, 2008, p. 13). Studies have indicated that the literacy skills of young children are indicators of their literacy learning in later grades (Lonigan & Shanahan, 2008, p. 13). In order to be successful when teaching students how to read, there are five reading components that needs to be addressed in a classroom. These five reading components consist of phonemic awareness, phonics, fluency, vocabulary, and reading comprehension (Armbruster, Lehr, Osborn, Adler, & Noonis, n.d., p.ii). Even though there are countless ways in which teachers can instruct their students in these different areas, an ideal reading program for the first grade might pertain the different teaching methods as discussed below.

The author explores why students struggle through reading? What are the challenges educators faces to meet the needs of all students while having a diverse classroom of learners? What causes some students to struggle with reading and what instruction practices can be use that are effective and successful? All teachers of all grade levels should promote literacy development. Teachers need to make readers “21st Century Readers” meaning students should be taught literacy skills to navigate in the classroom as well in the future. The author referred to the struggling reader as the “delayed reader.” As stated by author struggling readers attempt to make effort to read whereas delayed readers postpone learning to read. There are strategies mentioned

In Elementary School, there are many children that tend not to pay attention when teachers are giving the reading lessons so teachers argue with them without figuring out the precise reasons for that behavior. As teachers, we need to develop the abilities to catch up when children have any kind of learning problems, in this case a reading disability. If the reading disability is not detected at an early time, many children would probably be affected for the rest of their lives as adults. The reading process has the power that benefits millions of children around the world to increase awareness of the things that happen in our world and prepare them with a great foundation for academic excellence. The reading process is valuable for our

There are many benefits provided to students who are systemically and explicitly taught effective reading instruction and key reading skills, though children may not always have opportunities in order to benefit to the full extent. The main approach to teaching effective reading instruction can be broken down into two definitions; “Systematic instruction reflects several important characteristics. Skills and concepts are taught in a planned, logically progressive sequence” (A Closer Look at the Five Essential Components of Effective Reading Instruction, n.d.). Whereas explicitly taught instruction can be defined as ”the teacher states clearly what is being taught and models effectively how it is used by a skilled reader” (A Closer Look at the Five Essential Components of Effective Reading Instruction, n.d.). Children who have been taught key reading skills and strategies show more capability in simple reading tasks than those who have not been taught. There has been much debate about effective reading instruction and how teachers should be teaching the key components. These key components include phonological and phonemic awareness, phonics, vocabulary, comprehension and fluency. Children who are systematically and explicitly taught effective reading instruction, key reading skills and are given opportunities to read interesting texts and apply what they have learnt become effective readers, writers and speakers in the future as well as enhance their literacy journey.

620). Recent research syntheses have corroborated this conclusion (Meyer & Felton, 1999; National Institute of Child Health and Human Development [NICHD], 2000; Therrien, 2004). Therrien (2004) stated: [R]epeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and comprehension on a particular passage and as an intervention to increase overall fluency and comprehension ability. (p. 252) The highly converging support from by now an extensive research base for repeated reading raises the question: What is it about repeated reading that facilitates reading fluency? Researchers have suggested that difficulty in word recognition is a major obstacle to fluent reading, while maintaining that reading is a complex process involving multiple levels of processing from word decoding to deriving meaning from sentences, paragraphs, and the text as a whole and that fluency can be jeopardized by a breakdown at any of these levels (Logan, 1997). LaBerge and Samuels (1974) argued that slow decoding creates a “bottleneck” that impedes the flow of thought and hampers comprehension. Poor readers often spend a great deal of their cognitive resources on decoding and have little left for comprehension. Conversely, good readers decode

Reading comprehension requires understanding the meanings of words, sentences, and texts. Vocabulary refers to the knowledge of lexical meanings of words and the concepts connected to these meanings. Differences in the size of vocabulary have an effect on word recognition as well as reading comprehension (Arrnoutse, Van Leeuwe, Voeten, & Oud, 2001). Vocabulary is a principle contributor to fluency, comprehension, and achievement (Bromley, 2007, p. 522). However, the key question is, does vocabulary instruction improve reading

Students that are experiencing frustration in reading cannot be expected by the teacher to enjoy and practice reading as much as a student who enjoys reading. Students that have significant reading difficulties in the lower grades continue to struggle as they proceed through the upper grades. Reading disorders affect a student’s ability to read and to learn in the different subjects. For example, good readers tend to be more successful in subject areas such as science and math. It is imperative for students to learn the reading skills they need to be successful in school and in life (Melekoglu, 2011). There are two occurring types of reading disorders. The causes, as well as the treatments of these reading disorders, are diverse. Dyslexia is when a student has difficulty decoding words and understanding the relationship between spelling patterns and the pronunciation of words (Snowling & Hulme, 2012). Students with dyslexia read slowly and with error. Also, dyslexia can affect a student’s spelling and writing ability. Deficits in phonological coding and impairments in verbal short-term memory are also seen with dyslexia. This decoding is the basis of learning to read. The other major impairment is in reading comprehension. Students with an impairment in reading comprehension often can read fluently without difficulty, however are unable to understand what they have read. Reading comprehension involves accessing meanings of words and higher order thinking. Making