The International Reading Literacy Study ( Pirls ) Reading Comprehension Test Results

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

To understand printed language well enough to teach it explicitly requires disciplined study of its systems and forms, both spoken and written.

EDEE  400  –  Assignment  1   Literacy  in  schools  today  not  only  involves  teaching  students  to  read  and  write,   but  is  also  heavily  focused  on  giving  students  the  necessary  vocabulary  and  skills   to  understand  different  text  types  according  to  the  key  learning  areas  (KLAs)   they  are  undertaking.  While  traditional  ideas  of  literacy  often  ignored  the  diverse   needs  of  students,  contemporary  notions  of  literacy  are  constantly  evolving  in   response  to  changes  in  situational

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

After reading chapter 5 from Reign Error I learned that the National Assessment of Educational Progress (NAEP) is a terrible way to measure students academic performance because people don’t understand the scores. NAEP is a way of determining if American students are doing well or badly, it is administered to samples of students; no one knows who will take it and no one can prepare for it. The results of these scores confuse the public to what expectations are appropriate for the students. NAEP grade students using advanced, proficient, and basic, but these grades don’t represent students grades. The NAEP test score show that students have improved in reading and mathematics over the last 20 years. The book shows some graphs of fourth graders

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.

Since literacy evolves with changes in cultural communicative practices and technological developments, so too do definitions of what literacy is. There is some agreement on what literacy involves, and most definitions include reading, writing, speaking and listening, and sometimes viewing or visual literacy. The Early Years Learning Framework for Australia [EYLF] (DEEWR, 2009, p.38) defines literacy as “a students’ capacity to access, manage, interpret and reflect on written texts in order to achieve their goals, to develop their knowledge and potential, and to participate effectively in society”. But why is literacy so important? Research shows that people with good literacy skills are more likely to have greater self-esteem, improved health, better jobs and higher wages than those with poor literacy skills. They are more able to take advantage of the opportunities that life may offer them. In order to acquire and share an important text, teachers need to consider a number of variables relating to students’, as according to Larson and Marsh in Making Literacy Real (2014) “literacy is grounded in social, cultural, historical and political practices”. In addition to appropriate literature, the NRP (National Reading Panel, 2000) noted that phonemic awareness, phonics, fluency, vocabulary and comprehension are crucial for effective reading instruction. The recommendations were that all students be explicitly and systematically taught these five key components.

The decoding method involves teaching children to read by starting with what would be the most difficult part of reading, sentences. Teachers will read a sentence, break it down to words, then finally break it into syllables and sounds. This method is a top down process in which students progressively work their way down to the basics of reading. They start out with the general and work down to specifics. Unfortunately, this tends to be the way many public schools teach students and could be a possible reason for schools staying the same or falling behind other countries.

After presenting the data from content area diagnostic and district level assessments, as well as pertinent research related to this topic, the team expressed their interest and motivation to help close the achievement gaps in reading comprehension. In addition to our team, district level specialists and outside vendors have been contacted and will provide support and their expertise relating to improving student reading comprehension

With the emergence of No Child Left Behind, the National Literacy Strategy of 1998, and even more recent the Ohio Third Grade Reading Guarantee test, it is not longer the norm to accept that a child may be unable to read. The Literacy Strategy of 1998 has certainly put primary schools under more pressure to teach reading (and to teach to the tests) and they have been doing so much more intensively since then. The National Literacy Strategy that was introduced in fall 1998 intended to play a major role in increasing the standards in literacy and reduce the lower expectations of the education system. (Wall, 2003)

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.).

Reading is one of the most beneficial activities a man can do. Out of reading, man can be able to discover new things, concepts, places and people. More so, reading is a way to relax our mind and soul, going deeply through the world of story and improves our thinking and internalization process.

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic

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.

After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.