The Importance Of Early Reading

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.

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

I can't help but laugh when going through my old IEP paperwork from grade school. Most of the teachers concerns were my reading skills, and handwriting. The school threw me into handwriting classes grades 1-5. I'd miss a 1/4th of my regular class just with that. Jokes on them my handwriting is still terrible. From reading all of their paperwork and the dates on them, the reading concerns came from right after my mom passed away. I was more than capable of doing well in that area. In fact, I really loved reading and still do. I just didn't want to be there. I didn't like my peers, and I didn't like them asking about my mom all the time. You know how kids are, they are vicious and sometimes said mean things kids say. The teachers didn't help

One of the most important goals in elementary school is for all students to be proficient readers. The foundation on which proficient readers are developed begins well before children enter school. Parents and other care providers begin supporting the reading development of children through the use of conversations, storybook interactions, and other literacy related activities that encourage active engagement (Tompkins, 2011).

Until recently, much of student’s literacy instruction was concentrated in the lower grades. While learning to read students are usually offered narratives, but as learning advances students are more often asked to read informational text leading to gaps in understanding. (Biancarosa) By seventh grade a majority of the text students are being instructed to read are informational. (Fisher and Frey CH1) Mastering literacy is difficult and it involves several phases of development as a reader goes from basic, to intermediate, and then to disciplinary. (Buell) To avoid these laps of understanding explicit literacy instruction needs to be an essential part of every teacher’s curriculum regardless of what grade they teacher or the subject of

Effective reading instruction provides children with the key skills and strategies they require. Children also depend upon the opportunity to read a range of interesting text to apply their knowledge. For children to become competent readers educators must explicitly and systematically teach the required skills and strategies. To build children’s confidence in these skills and strategies educators need to provide plenty of opportunity for children to read independently texts that interest them. Effective reading instruction includes the development of skills such as concepts of print, punctuation, grammar, phonics, phonological awareness, and vocabulary, along with comprehension and fluency strategies. These key concepts can be developed through shared, guided and independent reading instruction. For educators to give every child an equal opportunity to become competent readers they must be flexible and understand what instruction each child requires.

The constructivist theory shares some similarities with the cognitive theory. It too places the learners at the center of instructional design. “People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences” (“Constructivism as a Paradigm,” 2004). In other words, the process that takes place inside the brain involves relating new information and experiences to previous experiences and attitudes. Either new experiences build upon or change previously held ideas depending on whether the new information adds to or contradicts previous understanding.

Constructivism is a coherent theory of learning that emerged as a prevailing paradigm in the last part of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy (Bruner, 1966). Constructivism capitalizes on the ways in which human beings create their own personal construct of reality by understanding and experiencing the world. The main underlying assumption of constructivism is that individuals are actively involved right from the birth in constructing personal meaning.

Inquiry learning is grounded in constructivism, a learning theory based on the belief that students have prior knowledge and experience which will be built upon with the introduction of new information and ideas (Kuhlthau et al., 2007, p. 14; Callison, 2006, p. 4). The constructivist pedagogy of inquiry learning is seen in the emphasis on process over product (Mitchell & Spence, 2009), and in the importance of both access to information resources and the ability to use them within a problem-solving context over the mere acquisition of a body of knowledge (Jakes, 2000). As Kuhlthau et al., (2007, pp. 22, 4) stress, the aim of inquiry learning is to not simply find facts but to interpret and synthesise them in order to construct new ideas and deep understanding, thus preparing students for lifelong learning.

Constructivism is a learning theory that suggests that because individuals are not blank slates new knowledge is constructed by building upon prior knowledge and experiences (Brandsford, Brown, and Cocking, 2000). Within the classroom setting, constructivism often includes, but not limited to a hands-on activity, group work, and teachers acting as facilitators. At the sight of observation, the learning activity was a guided reading lesson. This reading activity was designed for a small group of four students, led by a teacher assistant. The activity was composed of several flashcard activities, group reading, and individual silent reading. While this learning activity exhibited constructivism and several aspects of constructivism, there were moments throughout the activity that did not perfectly encompass constructivist theory.

Constructivist Learning theory is a theory that depends on perception and in a logical study about how individuals learn. This learning theory is a theory that upgrades the student’s sensible and reasonable development. The basic idea inside the constructivist learning theory is the part which encounters or associations with the abutting environment that plays in the student’s training. In this way, the constructivist learning theory says that individuals build their own comprehension and information of the world through encountering things on those encounters.

Constructivism, which is a learning theory and pedagogy, is based on the understanding of cognition and that learning does not transpire from merely being given information that is recorded, but by the way the individual learner construes this information (Resnick, 1989).

This means each individual learner can construct their own knowledge at their own rate, and the learning is independent of each person. Constructivism according to the authors has obvious benefits in an educational environment because it centers on authentic experiences in the real world while allowing a learner to build their own knowledge of that experience. That means a science and math classroom can utilize a variety of pedagogical techniques while also harnessing individual student autonomy, cognitive ability, and learning preferences to develop the critical thinking skills required for success in STEM. Thus, student learning is particularly influenced through learning styles, such as the 4MAT model and Theory of Multiple Intelligences, as well as student motivation that trigger transformation in the learning process.

The Constructivism theory is based on an individual’s own real life experience. Learning is self-directed which means that each individual creates their own solutions differently. Constructivism supports a wide variety of solutions. It encourages students to become active participants in the problem-solving process.

An excellent study of applying constructivist theory by Banet and Ayuso (2003) have shown that a more in-depth study of the students’ interest and an ongoing analysis of the classroom setting is useful to increase the students ‘understanding and results. They explored classroom atmosphere and implemented teaching approaches that allow students’ feedback and deepen their knowledge. This study also mentioned that the traditional constructs of the students’ knowledge, cognitive abilities, and the stages of cognitive development were unable to solve the problems. As compared to traditional learning, students will acquire a more comprehensive knowledge of the subject.