Teaching Students : The Basal Reading Approach, And Technology Based Approach

Explain the Simple View of Reading and its applications for teaching in relation to your SE1 context, with particular reference to strategies for teaching and assessing reading.

Classrooms are different today from those of previous generations, they have become communities of learners where students assume more responsibility for learning. As opposed to a place where the teacher is in charge the modern class room there is often a hum of students, talking about books they are reading and working together in small groups using digital as well as print text. The students are more culturally and linguistically diverse, many have English as a second language (ESL). This Critical- reflective essay will explore using the four resource model developed by Luke and Freebody, focusing on; how young children learn to read, the four roles within the resources model are Code breaker, text user, text participant and text analyst. This essay will also articulate the understanding of the three phases of reading and writing development. Phase one, experimental reading and writing. Phase two, early reading and writing and phase three, transitional reading and writing. This understanding will then be applied to an early years setting including and application of strategies for cultural differences.

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

“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.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

“ Models of the reading process often depict the act of reading as a communication event between a sender and a receiver of information ”(Vacca et al., 2012). Models are developed to describe the reading process and how a reader interprets language and gains meaning from print. Bottom up models of reading “assume that the process of translating print to meaning begins with the print”, where as a top down model of reading, “assume that the process of translating print meanings begins with the reader’s prior knowledge” (Vacca et al., 2012). The bottom up model of reading is driven more by data where as the top down model is more conceptually driven. When using a bottom up model, letters, syllables and words are used in order to initiate reading. The use of letters, syllables and words helps the reader to form meaning. Where as the top down model is based off of a reader’s prior knowledge and experience. With many different literacy programs, a teacher’s belief system helps to determine how students can best be taught how to read. “One way to examine your beliefs about reading and learning to read is to connect them to theoretical models of the reading process” (Vacca et al., 2012). Depending on the teacher, he or she may have a bottom up approach or a top down approach. Teachers, who feel a bottom up method is best, may feel that his or her students must decode letters and words and feel

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

It has been shown that if students start at an early age to learn to read and write their learning in all content areas will improve. It is for this reason it is important for secondary teachers to understand early reading acquisition as to incorporate those reading skills in lesson to accommodate students with reading deficiencies. Educators can understand the building blocks of how a student learns and develops into a successful reader in order to help them develop their reading skills. If teachers understand reading acquisition they can better assess their students’ reading level. As such, the role of professional judgement in understanding the selection of reading or writing material is to know their students reading needs and select materials

“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.

Using guided reading could be another way that educators tap into individual students and their needs. Abbott, L., Dornbush, A., Giddings, A. & Thomas, J. (2012) found that students in four kindergarten and first grade classrooms were identified as having poor reading strategies. They were lacking processing, comprehension, phonics, phonemic awareness, vocabulary, and fluency skills. Site A included 712 students and site B served students ranging from 3-8 years of ages with a total enrollment of 577 students. The researchers used a parent survey to gain insight into the students reading habits at home. They also used an observational checklist. It was used to observe students’ behaviors during whole group and small group instruction. Researchers also used baseline assessments. The reading strategies that were implemented were successful. Through the use of guided reading, small instruction groups, students were provided ample support and time to utilize new

quite poor it would be harder to see if the scheme would be helping a

The most important skill any child can leave primary school with is the ability to read independently and effectively for meaning.’ (DFE National Literacy Strategy)

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).