The Methods Taught in Primary Schools and at Home to Help Children Read and Write

What do you consider the most important reason that attempting to teach infants to read is not a good practice? Explain your response.

The purpose and aims of this report was to stress the effectiveness of providing a multi-sensory method of teaching, in order to produce literate pupils. It is evidenced through the review that some of the multi-sensory activities would be introduced into the classroom to widen children’s vocabulary. Some of the activities recommended are physical movement to translate and copy letters, picture cues, visual auditory and kinaesthetic activities. The use of physical movement can be evidenced dominantly in early years’ settings; some teachers find that children benefit whilst exploring and translating letters through sand, it is particular useful to comprehend the letter formations. The Rose report led to modification amongst teaching of early reading policy in the UK. As previously discussed listening and speaking are vital in the intellectual, social and emotional development of children. To address the performativity of these roles students are acquired to develop a high range of vocabulary in order to listen and pronounce words confidently; Rose maintains the belief that the above skills are the fundamentals of phonics. A prime example would be the building of phonic awareness through guided reading. It has been evident in practice that guided reading supports the development of phonological awareness due to, focusing on unfamiliar words that can be easily broken down through decoding,

Misty Adoniou, associate professor in Language and Literacy, tutor’s schoolteachers on how to appropriately educate children when it comes to literacy and using distinctive languages. Adoniou’s reading “Improving kids’ literacy - a little knowledge can go a long way” is about informing teachers on how to accurately demonstrate the parts of learning and developing all the right reading and writing skills to be intellectual and socially capable, as language is used to communicate.

Within the field of education, a continuous debate about the most effective manner in which to provide reading instruction has been on-going since the Johnson Administration’s War on Poverty Report of the 1960s. The primary focus of that debate is whether a skills-based approach or a meaning – based approach was most effective for teaching beginning reading skills (phonemic and phonological awareness), comprehension, and enrichment. (Frey, et.al, 2005) The silks-based or direct instruction approach to reading instruction focuses on explicit and systematic instruction of letter-sound correspondence, phonological and phonemic awareness, and their relationship to reading and comprehension. The meaning- based or balanced

One third of schools in the United States are located within rural areas. Rural areas are known to be small towns where people are known for a southern way of life. These areas are also known for high poverty and geographic seclusion. With these characteristics for an environment, it is difficult to maintain an upright school atmosphere. Most schools in rural areas are lacking high qualified teachers and the school itself is failing to develop strategies to help struggling readers in early elementary school.

SMES staff members understand the importance of early literacy skills. As a staff, we are committed in providing early reading instruction beginning in preschool and kindergarten in hopes of closing the achievement gap in reading. Our primary reading goal is for all students to read at grade level or above grade level by the end of their third grade school year. We want to ensure our third graders are able to read fluently and demonstrate high levels of comprehension.

In primary schools, literacy is taught through things such as Phonics. In 2012, The Department for Education (DfE) introduced a phonics screening check for pupils at the end of year 1. The check asks pupils to read 40 words, of which 20 are pseudo-words. This allows teachers to identify which pupils have a genuine grasp of decoding and which pupils are in need of further support. “Since 2012, the proportion of pupils meeting the expected standard has increased from 58% to 74% in 2014”. Literacy enables children at a young age to understand how the alphabet works and concentrates on speaking and listening skills, phonological awareness and oral blending and segmenting. Additional activities that can be done to help with literacy are drama, guided reading, peer work and talking in groups. Children with good literacy skills are abler to take advantage of the opportunities that they may come across as they would be literate in a subject area. A child should have good word recognition and language comprehension in order to be successfully literate. Furthermore, Literacy skills can be developed outside of the school environment. DfE found that “research has shown that children’s motivation and achievement improve when their parents or carers are involved in their education”.

Writing not only reflects on one’s credibility in literacy, but also how America’s school system has failed students at writing in English courses. As a student, I would describe my writing as “honest, but complex”. For as long as I can remember, writing was always a tool that allowed a person to eloquently express his or her opinions, and analyze writing prompts given by teachers at school. Today, most students in English class solely attempt at getting a good grade rather than thoroughly understanding grammar and writing. Moreover, a solution for this would be allowing more English teachers at school to come together to improve the emphasis on proper language learning as well as the value of writing.

By putting the third grade guarantee into place this means that all teachers must be highly qualified to teach the students that fall under the guarantee. According to the Ohio Department of Education each teacher must have at least one year of teaching experience in addition to holding a masters degree with a major in reading, or holding a reading endorsement, or passing the praxis. This definitely affects just more than the students. This is a major overhaul of how education was previously taught.

Literacy is most commonly understood as reading and writing.But, before children can read and writei they need to learn about sounds, sounds, words, language, books, and stories.Also, children need to develop the ability to speak, listen, understand, watch and draw in order to the build blocks for literacy.Yet, every child does not make progress in cliteracy development in the same way.As taking these knowledge into consideration, we record Ceylin.Ceylin is 4 years old and attends the preschool in Sinop about one year.Eventhough her teacher does not teach the alphabet, she knoows some sounds and letters.Yet, she can not write r read her name.The curriculum usually includes language activities.The teacher reads books generally in storybook time.In addition, Ceylin is aware that written language carried a message and that it has specific form.

I believe teaching a child to read is one of the most essential things we can do for a child. As a write I love to touch the heart and the immigrations of my readers, To take them places they have never gone. To have them become lost in the story until they lose time and place. It would be wonderful to inspire a young person to become a writer.

Literacy consists of a range of ways to understand and decode symbols for communication in a community (Barratt-Pugh & Rohl, 2000, p. 25). Emergent literacy is a term used to describe how young children interact with books, reading and writing (What is Emergent Literacy, 2006, p.1). Emerging literacy is an ongoing process and to ensure this process is successful children need to be stimulated through active engagement with books and writing opportunities.

I wouldn’t say that I am a good writer, and I really don’t like to read books either. Through my years in school I became literate in these two categories. I was and still am not interested in writing, or reading books in my spare time. The only writing I have ever done is for school. Writing just does not interest me, and the only reading I do out of class is reading about sports in magazines, or reading the news, or looking at web pages. I have only read a couple of books on my own, 95% of all the books I have read have been for school. The reason for not writing out of class is probably attributed to the fact that I am a very impatient person, and I have a short attention span. I have no interest in writing and reading so when

Literacy and language development in the primary grades is integral to student success and understanding of the world around them. “Several aspects of language development, such as vocabulary and phonological awareness, are important predictors for learning to read and write during primary school” (van Druten-Frietman, Strating. Denessem, Verhoeven, 2016, p. 212). “Low literacy skills have been related to poorer outcomes in school achievement, measures of self esteem, physical and mental health, housing, employment, socio-economic status, community participation, illicit drug use and criminal activity” (Heppner, 2016, pg. 460). Therefore, teachers have an essential responsibility to support, motivate, and encourage students to develop in their language skills and abilities. School activities provide a significant opportunity to enhance language development in the primary grades. Through the implementation of school activities teachers are able to differentiate and accommodate various types of learners within their unique classrooms. Social, emotional, physical, and intellectual needs of of every student can be met through the use of school activities. School activity strategies support differentiation and modifications within the classroom while effectively engaging students who do not require additional support. Morrow (2009) states that “no single method or single combination of methods can successfully teach all children to read” (p.28). Therefore, school

Writing has existed as far back as the 7th millennium BC and the 4th millennium BC, it first started with mnemonic symbols which later became a system of ideograms. In the early days people wrote on different things,such as silk,rocks,wood,papyrus etc. It wasn't Until the 15th century were parchment or vellum (calfskin) were used as pages for the first books.