The Model Of Reading Process Things Clicked For Me

When I entered kindergarten my reading journey began. I was introduced to the alphabet and three-letter sight words. Then in first grade my teacher would sit down with a

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.

My first time learning about letters was when i was in kindergarten because we use to have to learn the A,B,C's and so some spelling.In my younger years i didn't like it and didn't want to learn it.Some books i remember having to read were Dr.Seuss,the bearenstein bears,and Huckleberry Finn.Although i wasn't much of a reader i enjoyed Dr.Seuss and my sister would read it to me.

“ Models of the reading process often depict the act of reading as a communication event between a sender and a receiver of information ”(Vacca et al., 2012). Models are developed to describe the reading process and how a reader interprets language and gains meaning from print. Bottom up models of reading “assume that the process of translating print to meaning begins with the print”, where as a top down model of reading, “assume that the process of translating print meanings begins with the reader’s prior knowledge” (Vacca et al., 2012). The bottom up model of reading is driven more by data where as the top down model is more conceptually driven. When using a bottom up model, letters, syllables and words are used in order to initiate reading. The use of letters, syllables and words helps the reader to form meaning. Where as the top down model is based off of a reader’s prior knowledge and experience. With many different literacy programs, a teacher’s belief system helps to determine how students can best be taught how to read. “One way to examine your beliefs about reading and learning to read is to connect them to theoretical models of the reading process” (Vacca et al., 2012). Depending on the teacher, he or she may have a bottom up approach or a top down approach. Teachers, who feel a bottom up method is best, may feel that his or her students must decode letters and words and feel

The four-cueing systems that educators should incorporate within their classroom are phonological (sound), syntactic (structural), semantic (meaning), and pragmatic (social/cultural). According to Tompkins, these systems make it possible for children and adults to read, write, listen, and talk. For beginning readers and writers emphasis should be placed on the phonological system because it applies to phonics skills to decode and spell words (Tompkins, 2014). Ways that educators can apply the phonological system within their lesson is by pointing out rhyming words, decoding words when reading, dividing words into syllables, and pronouncing words. The syntactic system can be used in the classroom by adding inflectional endings to words, creating compound words, and teaching appropriate sentence structure. Educators can teach the semantic system by teaching students the meaning of a word, and studying synonyms, antonyms, and homonyms. The pragmatic system can be taught by varying language to fit a specific purpose, reading and writing dialogue in

My earliest memories of writing and reading started in kindergarten. I feel blessed to have been able to start school and be introduced to an education. I probably had the best kindergarten teacher I could have been given at the time. This is fundamental because this very teacher started my foundation for reading and writing.

As I reflect on my childhood, the first memory of literacy I recall is when I was in kindergarten. I was approaching the end of the school year when my mother revealed to me my teacher was considering keeping me in kindergarten for another year. I was extremely upset and felt as if I had failed my first year of school. I felt that I was fresh out of the gate and already defective. My perception as a child was that the adults were already giving up on me. The teacher stated if I could learn the alphabet by the end of the school year I could continue ahead to the 1st grade. The conclusion of Kindergarten was vastly approaching. My mother constructed flash cards to help with my letter recognition. In doing so, she realized I could not see the letters. My mother promptly made an appointment for me to visit an Optometrist to evaluate me. Before I knew it, I was fitted with a big plastic pair of glasses. My world became much clearer after that. My mother was upset that my teacher did not recognize the problem, and that I never spoke up. Fortunately, I passed kindergarten with a lot of hard work from my parents, teacher, and I.

Effective comprehension of the reader and writer will occur if both authors and readers use similar interpretive methods and belong to the same discourse community. Scholars state that good readers use complex processes interactively and simultaneously in order to enhance comprehension (Stanovich, 1991). This interaction among processes is very influential in teaching reading skills for ESP. In other words, successful readers activate their schemata of the topic and use textual information to make sense of the new information (Stanovich, 1991; Jalififar & Shooshtari, 2011).

Good readers integrate three cuing systems when they read, which include syntactics, semantics, and graphophonics. The ability to use context clues (semantic/syntactic cueing) is integral to developing strategies in becoming a proficient reader and students should have access to all three or a combination of these cueing systems.

As a little girl my understanding of literacy began with the alphabet soup. I vaguely remember that my mom would place the soup in front of me and I move the letters with my finger attempting to form words. My mom sat with me and spelled my name out I was so excited because I was learning. From that moment on my curiosity for literacy began. When my mom took me to the store I would ask for books even though I couldn't read but the letters fascinated me. The pictures weren't bad either. My adventure with literacy continued as I began kindergarten.

As a reader, I have always struggled. From the first time, I began to read to now. We never understood why until I was in sixth grade. In sixth grade, I was tested for dyslexia and as a result we found out I was dyslexic. Through my grade school and high school years We did everything and anything to help me to read better.

I would consider the earliest memory of how I learned to read and write to be around the age of seven years old. At the time I was in the second grade of elementary school. My teacher,Ms. Hankins, who I’m still in contact with helped me comprehend basic words and structures of sentences. As a class we would read and analyze E. B. White’s Charlotte’s web outside the classroom in the halls with another classroom. We would have competitions to see which clas sknew more vocabulary. I would always be fascinated by how words defined more words. This led me to understand how meaningful words are as an element of writing. Ms. Hankins would always point out the illustrations and how they would resemble what was being read. Because of this, when checking in and out books from the library, I would always choose a book that had some sort of illustration on the

When looking at the two different views of reading and the role that each view believes syntax plays in reading, there are some likenesses and differences. While each believes that syntax plays a role in reading, the focus on syntax in reading instruction is very different. The learning view has less of a focus on syntax and focuses more of many other aspects of reading, much of the skills needed for early reading development. The acquisition view focuses more intently, but not always explicitly, on syntax and the materials and activities are rich with sentences that will build a student’s syntactic ability. Both views believe the role of syntax in reading is very important and there must be a greater understanding syntax and reading.

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.

Semantics is an important part of reading decoding skills because the broader your child’s vocabulary, the better he will be able to understand and remember new words and their meanings.