The Failure Of Students Being Able For Read And Comprehend What They Are Reading

The baseline data was established using the Fountas & Pinnell Benchmark Assessment System (BAS). This test assesses reading comprehension through the process of students reading a text at the appropriate instructional reading level and answering comprehension questions. This assessment tool measures students' ability for accuracy, self correction, fluency, comprehension, and writing. An overall level score is given through a letter identification, A-Z. For the baseline data purpose the letters A-Z were numbered off 1-26 to give the students' scores an adequate numerical score. The assessment determines whether students exceed expectations, meet expectations, approaches expectations, or does not meet expectation. A third-grade student at the

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:

In every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need

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

Reading fluency is considered an integral component of the reading process and it has a big presence in the classroom. Its importance became evident since the National Reading Panel (2000) pronounced fluency instruction and assessment an essential and was thus incorporated into the reading First guidelines of No Child Left Behind in 2002 (Shelton, Altwerger, &Jordan, 2009). Reading fluency has been defined in many ways; an outcome of decoding and comprehension, a contributor to both decoding and comprehension, the ability to recognize words rapidly and accurately, the connections

Designing an individual intervention to increase reading fluency requires completion of assessments that will determine the child’s reading strengths and weaknesses. An inaccurate reader needs direct instruction on improving word recognition, which may include sight words and decodable words (which rules is the student not applying) at their instructional level. Once the goals have been established, in this case fluency, the intervention will begin with an introduction on fluency and word recognition.

This literacy gap affects students’ abilities to access core textbooks and communicate and write effectively within the various subject areas. The literacy gap catches up to many of our students as they enter high school and feel overwhelmed by the challenges of increasing academic standards and more difficult vocabulary. Because they not only lack the language that will help them access and understand their classes, many students struggle with content-area reading and writing in these subjects. This could be an easy fix if the instructors that stood before these students were able to take the mastery of their content and adapt it as it deems appropriate for the young minds they are partly responsible for. Children who lack the academic language of school struggle to meet literacy requirements, and they often feel overwhelmed in the classroom. This is just the beginning of the spiral because once the students have met that stage of being overwhelmed, they often begin thinking of the short term way of dealing with this, which could be anything from completely giving up and having the grades that show this or actually dropping out.

skills. The study will demonstrate what strategies are effective for students who are deficient in

Literacy at the elementary level then becomes critical to all students in achieving academic success and reaching their goals. If literacy levels are not enhanced during the childhood years, it could possibly lead to problems later in adolescence and adult life. According to a research study conducted in 2009 on reading management programs, the study found that less attention was being made on reading programs (Hansen, Collins, & Warschauer, 2009). The purpose of this research study proposal is to demonstrate how a new and updated reading program can help enhance elementary students in their reading comprehension skills in order to achieve academic success into the next grade level by improving their cognitive abilities. The goal of the study is to test the efficiency of the current reading curriculum in elementary schools and compare them with a new reading curriculum by the use of two classrooms that will contain an experimental group and controlled group by randomly selecting elementary students at the 4th grade

The importance of learning to read, has been discussed by many researchers over the decades. In particular, this case study, focuses on fluency instruction, which is “accurate, automatic, expressive reading regarded by educators as the mark of proficient reading” (Honig, Diamond & Gutlohn, 2013, p. 370). The goal of reading is to comprehend or to understand what is read. It is often presumed that if students can decode a text that they will eventually develop fluency, however, students need opportunities for intense, fluency-focused practice. Several studies have found students are not successful in independent reading when they have not mastered fluency (Rasinski, Paige & Nageldinger, 2015; Honig, Diamond, & Gutlohn, 2013). Thus, this case

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.

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

“Fluency is important because it provides a bridge between word recognition and comprehension” –Kelly L. Briggs. Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. Phonemic awareness instruction is a crucial building block of the reading process. It is most effective when students master phonemic awareness skills by the first grade so that as the student move into higher grade levels, they will be able to learn new things at a more efficient rate. Many first-grade students at JH Hines Elementary School do not know or understand the concept of phonemics, causing them to fail when learning new sight words. These students are being tested on words and books that they cannot comprehend because they have not been taught phonics correctly. This affects the community surrounding the school because if the school’s scores do not increase soon, the school will have to shut down because it will no longer be funded by the state. Future tutors and teachers at JH Hines Elementary need to be aware of this problem and help fix the problem by teaching the students phonemic awareness, which will then help their reading comprehension increase significantly.

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.