“It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imagination—something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” – Katherine Patterson Reading is known as a complicated process of understanding written text. For this reason, reading cannot be developed through one simple strategy or component. In fact, reading is developed through six components. Those six components are comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary. These six components work together and simultaneously to help create fluent readers. Through these …show more content…
Clay, M. M. (2000a), explains, “through experiences in their homes and communities, young children learn that print carries meaning and that reading and writing are used for a variety of purposes” (p.109). At this point in time, children notice menus in restaurants, symbols like Mcdonald’s, as well as listening to stories they are interested in, and noticing letters from parents or relatives. Depending on the culture and community, not all students enter school with a strong foundation in literacy. That is why differential instruction is needed (Solley, J. nd). During this period of time, children are in the emergent stage of reading. Children begin this stage at birth to five years of age. According to Juel, C. (1991), “during the emergent stage, young children gain an understanding of the communicative purpose of print, and they move from pretend reading to reading predictable books and from using scribbles to simulate writing to patterned sentences” (p. 115). During this stage teachers utilize a range of activities like modeled and shared reading and writing activities. Examples of these activities would be talking, reading aloud, singing, drawing, and writing. At this stage young learners begin to understand that speech can be written down on paper. Phonological awareness
Derry Koralek and Ray Collins (2013), English language researchers stated that: “Play is the work of children – through play and interaction; children learn how to talk, listen, read, and write. Read about typical behaviors of emergent and beginning readers, and how each of these behaviors relate to reading and writing”. According to them, as their language skills grow, young children tell stories, identify printed words such as their names, write their names on paintings and creations, and incorporate writing in their make-believe play. Reading and writing skills develop together. Children learn about writing by seeing how the print in their homes, classrooms, and communities provides information. They watch and learn as
Learning to read is beginning to develop earlier in elementary grades. Students are expected to be emergent readers by the time he or she leaves kindergarten and enters first grade. If a child is not, he or she is labeled as being behind. According to Hughes (2007) emergent readers are using early reading strategies in consistently, read easy patterned text, retell text with simple storyline, and respond to text at a literal level. Hughes (2007) also says literacy develops in young children through play, daily conversation and interactions with text of all kinds. Many children come with emergent literacy skills; can recognize signs and labels, scribble letters, retell stories by pointing at pictures and talking about them, and some have varying degrees of phonemic and phonological awareness. This essay will define and explain implication for each theory in learning to read.
As mentioned before, The National Reading Panel in 2000 and the No Child Left Behind Act signed in 2001 defined there five components as the most important to teach in reading instruction: phonemic awareness, phonics, vocabulary, comprehension and fluency. Phonemic awareness is defined as the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. Phonics is defined as the knowledge that letters of the alphabet represent phonemes, and that these sounds are blended together to form written words. The component three, fluency, which is the ability to recognize words easily, read with greater speed, accuracy, and expression, and to better understand what is read. The fourth component, vocabulary, is defined as teaching new words, either as they appear in the text, or by introducing new words separately. The fifth component is comprehension, comprehension is defined as understanding what
The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.
Concepts of print involve both the practices involved in reading and awareness of how print works; such as knowledge of the front and back of a book, left-to-right, top-to-bottom reading and left-to-right page turning, recognition that printed words relay a message and are read the same way every time, knowledge of what words and letters are and understanding of the functions of capital letters and punctuation and how they affect meaning (Hill, 2012). It is easy to assume that when children begin school they will have had some experience with books and will consequently have a basic understanding of concepts of print. In actuality individual student experience will be diverse, with significant variance in skill and understanding, meaning that explicit teaching of these concepts should be a priority in early reading instruction (Feeley, 1984). Emerging knowledge of concepts of print can be supported when children experience a variety of texts through modelled reading and shared reading activities involving demonstration of correct book handling, repeated reading of favourite books to highlight the functions of print and rich discussions about the meaning conveyed through print, punctuation, illustrations and page layout (Feeley, 1984). Shared and guided reading exercises are effective opportunities for assessing individual student ability and determining future teaching plans (Hill, 2012, p.164). As concepts of print encompass essential pre-requisite skills for learning to read, their importance as part of cohesive reading instruction cannot be
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“The more you read, the more things you know. The more that you learn, the more places you’ll go” –Dr. Seuss. Dr.Seuss could not be any more right. It is often said that once you find the right book, you could go anywhere. Literacy is one of the most important things that a child could ever learn. In order to succeed in society today, one must be able to read, write, speak and even listen. There has been great debate over the different approaches when it comes to teaching children how to read. This essay will go more in depth on both approaches, how the writer learned how to read, how the writer will teach their students how to read.
Recently the term “reading readiness” has given way “emergent literacy” by which we mean the many skills children need for reading and writing. From the time they were born and continuing through the preschool years, each child picks up in his or her own way. Listening, speaking, reading and writing are all part of emergent literacy. Literacy really begins when an infant coos or babbles, then hears those sound repeated by a responsive and loving adults. These early conversation, which can make adults feel a little silly, and a gentle introduction to spoken language
Reading to children assists children in this process before they can read, but soon their own ability to read will allow for self-guidance. In addition to connecting with the fictional characters in their favorite books, spending time reading encourages an emotional connection between child and parent. When parents engage their child in the learning opportunity of reading, they will learn to value their relationship with books and their parents. "Whenever you read a good book, somewhere in the world a door opens to allow in more light."
During the middle 1800’s Europe was stunned by a Revolutionary party pamphlet called the Communist Manifesto. The Communist Manifesto was one of the most well known and most widely read brochures in Europe at the time. The success the Manifesto gained, helped it to be recognized as one of the most important and significant articles in European history. In the beginning passage, the first line stated: “A spectre is haunting Europe the spectre of Communism" (322). Europe is under oppression from communism, and it seems as if the battle of classes are going to clash. In the first section of Bourgeois and Proletarians, this quote stated that "The history of all hitherto existing society is the history of class struggles" (232). Since the beginning
Reading provides young children to not only build a bond with their caregivers, but also increase their aptitude for learning and their ability socialize into the world of academia. Children’s books are a great tool to instill societal values and beliefs, in
“The more you read, the more things you know. The more that you learn, the more places you’ll go.” This is how Dr. Seuss thought of reading, and I think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that reading is an interactive activity in which learning happens, or as Clay (2001) defines it, “…a message-getting, problem-solving activity” (p. 1). Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a significant component in the ‘Big Five’ of children’s literacy development.
Children start to learn about and experience reading and writing in infancy, particularly when they start familiarising themselves with print media. From an early age children are able to read and recognise signs such as fast food logos, ect. (Alleyne, n.d. p.2) In addition, when young
Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for
“One morning, as Gregor Samsa was waking up from anxious dreams,he discovered that in bed he had been changed into a monstrous verminous bug.” In the first line of the novel, Kafka introduces the topic that is going to be treated throughout the novel... The Metamorphosis. The line is mainly flat that does not remark on the oddness of the