The Reading Process Analysis

In a math classroom, the teacher cannot neglect the need for providing a print rich environment. “Word walls are a technique that many classroom teachers use to help students become fluent with the language of mathematics. It is vital that vocabulary be taught as part of a lesson and not be taught as a separate activity” (Draper, 2012). Draper acknowledges the fact that words in mathematics may be confusing for students to study as “words and phrases that mean one thing in the world of mathematics mean another in every day context. For example, the word “similar” means “alike” in everyday usage, whereas in mathematics similar has to have proportionality” (Draper, 2012). Fites (2002) argues that the way a math problem is written drastically will effect a student’s performance, not just in reading the problem, but in solving the math equation as well. There is where the misinterpreting of different word meanings in math comes into play. Fites continues with the importance of understanding vocabulary not just in reading but for math as well with the correlation between improved vocabularies in math yields improvement on verbal problem solving

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.

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:

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

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

A person's strength was always his weakness. When it comes to reading and writing, I have many strengths and weaknesses. My past writing and reading experiences have made me into the writer/reader that I today. Strengths help me excel in my read/write, but the weaknesses do bring me in a stump at times. When writing an essay, you can have a very high vocabulary, but not have the best of grammar. The good thing about weaknesses is that they can be worked on to be made into a strength. Many people achieve this by setting goals and making the new one harder and harder. Without strengths or weaknesses or even goals, how would people learn from their mistakes, becoming better at what they're not or achieve their aims.

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.

Learning to read is a valuable and important skill that children acquire from a very early age. Children gain an understanding of the different sounds in our spoken language from a wide range of different experiences and social interaction with their environment. For example, singing and saying rhymes, sharing books, making and listening to music, pretend play, listening to adults and joining in conversations etc ect. as mentioned by Vygotsky (1978)

Easterbrooks, Lederberg, Antia, Kushalnagar, & Connor (2015) investigate the “evidence that the ability to read has important implications for positive academic outcomes in learners is incontrovertible” (pg. 1). Puranik, Otaiba, Sidler, & Greulich (2014) examines “being literate includes the ability to read and to write and both are important to survive successfully in today’s world” (pg. 2). This brochure exhibited great description and connection to generating effective reading comprehension in our students.

Reading is an important part of everyday life. A person has to read to do almost everything. It is an important piece of the foundation that is laid out in education. If a child cannot read; then, he/she will be lost when it comes to do everyday tasks. An important piece of reading is fluency. Reading fluency is an important step to reading successfully.

Reading helps in mental development and is known to stimulate the muscles of the eyes and it is also an activity that involves greater levels of concentration and adds to the conversational skills of the reader.

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

Reading is an act of perception, analysis, and interpretation done by the reader to get the message to be conveyed by the author in media writing. According to Farr (in Dalman, 2013: 5) suggests that "Reading is the Heart of Education, the reading of reading comprehension is an essential prerequisite for mastery and enhancement of students' knowledge, so after reading the text the reader should be able to understand the text. First, give information, for example by reading newspapers and magazines, secondly, give entertainment, for example by reading a novel.The third one, most importantly reading can provide new knowledge.The book can provide understanding as well as entertaining and providing information.

“Why do you read all the time?” A frequently asked question of my past and I still find it repeated even now as I have entered a higher class of the educated. Whenever posed with this blatant criticism of my preferred free time activity, I simply answer with “Why don’t you read all the time?” Of course I might sound like the biggest geek that ever walked the face of the earth, but the fact of the matter is that no matter what negative stereotype is attached to those who read, it has never stopped me from continuing to pursue my joy of literature. I am a firm believer in the power of a book and that the fact that the more well read you are the better chance you have of relating to entirely different groups of

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.