The Scope Of The Adolescent Literacy Crisis

One of the first things that this author would do is to teach students how to make connections while reading. When students make personal connections with what they are reading by using their prior knowledge, it helps them to retain information. There are three main types of connections we make while reading text; we can make connections to what we are reading and our own experiences in life, we can make connections from one book to another (like reading a Nancy Drew book and reading a Trixie Belden book), and we can make connections to what we are reading and things that are going on in the world around us. By helping Jose learn to make connections while he reads, Jose will be able to more readily remember what he has read and make sense of it (Comprehension Strategies, n.d.).

Everybody has many experiences when growing up. We absorb an amazing amount of information and learn many skills in that time. During this time, our skills develop, and we may succeed in some areas or be unsuccessful in others. This idea could be applied to myself, which includes the ability to properly speak, a struggle with writing, and a surprising success in reading.

Going through life we learn and grow differently in literacy. As a young child, I started off my reading by looking at pictures and then grew into more difficult literacy. Trying to comprehend how much reading would impact my life in the future when I was little, was something I never understood. Being in high school now, I have learned how much reading and writing would impact me and how many opportunities it could provide for me. Since I was that child who could have cared less about my literacy, I soon became the child that got so worked up if I wasn’t as superb as others in reading. Throughout my childhood, my literacy has had its ups and downs, but now being in high school I have worked hard in my literacy which has allowed me to take

The scope of JAAL is mostly focused on helping educators promote and improve literacy inside and outside of school. Literacy includes reading and writing, which would explain why JAAL contains articles about both components of literacy—although they are more focused on reading than writing. There are definite patterns, such as digital literacy, multicultural education, and student-centered learning. The patterns arise from “hot topics” in literacy education. JAAL seems to publish articles that are connected to those topics in which educators and the public have interest.

Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts, questions, and strategies to enhance the learning needs of

The literacy narratives were not only a means to base where my writing skills are at, but take in information about people I barely know. Amongst my group, I would have to say the two foreign students had my attention indefinitely the entire time, because I was intrigued to hear about their journey to the U.S. The both of them had suffered great culture shock and went through the tedious process of learning American English. I can only assume that the difficulty was astronomical at first, due to the fact that we don’t speak proper English a majority of the time, which conflicts with the rigid learning that comes with learning a secondary language. It’s something about that culture shock that interests me as it shows a certain determination

Cynthia Haven is the writer of an article called “The New Literacy: Stanford study finds richness and complexity in students' writing” that is a study based on the amount of writing college students do. She followed students at Stanford during their undergraduate years and the first year after that. She discovered that today’s students are writing more than any generation before it. Cynthia had the students she was studying submit all of the writing they did, academic or personal. She found that only 62 percent of the work submitted to her was for classes; the rest of the material was “Life writing”.

For many decades now there has been a scope of definition for what “literacy” incorporates and those are the basics skills like reading, writing, and a variety of social and intellectual practices which involve basic communication skills, and hand and eye coordination. However, with the world of technology continually growing, and the level of diversity in the student population becoming vaster it has become necessary to also include speaking, listening, viewing, and visually aspects to the curriculum. One of the best ways to address a wide range of literacy is to pair the categories with each other based upon their connections in the real world. The categories include written language (reading & writing), spoken communication (listening & speaking), and visual language (viewing & visually representing). (Standards for the English Language Arts p. 6) Many of these can be done with a range of creative activities such as students being able to choose what they write about, share their own personal experiences in their writings, and then read them together; this helps the students stay engaged in the work they’re doing, and also increases their level of retention of the material. The importance of a student being engaged is best explained in the article “Adolescent Literacy: A Policy Brief” with, “The number of students who are not engaged with or motivated by school learning grows at

Over all, her work has been cited 440 times in other scholarly works. Considered a reliable source among her peers, her writing consists of analyzing what is hot and not in common core literacy standards, the utilization of pattern books in the classroom, reading techniques for mentally or physically disabled students, utilizing Pinterest as a tool in developing content knowledge, and diagnostic and correction of reading habits. Additionally, in 2007 Grote-Garcia contributed to a scholarly article on professional resources. Furthermore, several of her articles have been published Literacy Today. The submission process for Literacy Today simply involves an individual submitting a question, pitch, or article to the provided email on their website on Literacy Today’s website (December). Overall, Stephanie Grote-Garcia’s professional opinion is that educators need to stay on top of the hottest trends in literacy development and comprehension building in the classroom (Google Scholar). This includes the utilization of pattern books, reevaluating common core’s literacy impact on struggling readers, and developing a student’s knowledge base in struggling readers. Throughout all the material that she has contributed to, all possess the common thread of developing literacy skills in students.

America has an ever so slowly changing literacy rate; 32 million people in the US cannot read. High poverty countries have lower literacy rates and stricter countries have a proficient gender difference in literacy rate. The United States is a booming country, surrounded by new technology and communication. The impact this new generation has on illiterate people is so devastating, it comes to the point where you can’t fully live because verbal communication is not always available. Some people are unable to read drug labels, or have access to healthcare. It is also costing taxpayers 20 billion dollars a year. Parents who are illiterate are having a huge impact on their children; without having being exposed to books outside of school their

Some literacy issues are becoming more and more prevalent in recent times. In the day and age we live in; we have access to the newest data and notions regarding literacy in the current education

After taking Emerging Literacy at Home & School, I realized there is a lot more to learn. Teaching is probably the neatest job I have ever heard of. Teachers have the responsibility of teaching people things. They also have to be on time to school, and have lesson plans ready for the week. Teachers must have a steady and calm disposition when students give them attitude. A teacher must be able to keep a class under control, and to explain different subjects. I learned how important to think out the box and to treat everyone in the classroom with love and respect.

Literacy: Brynlee approaches learning situations with a positive attitude and persistence. She is able to use sentence starters to help convey her ideas. Brynlee is also able to use ‘and’ in her writing to connect her ideas. She is encouraged to consistently use finger spaces in her writing to make is easier to read. She has a popsicle stick to use as a physical reminder to help organize her work. She is beginning to expand her writing by adding details. For example, when writing about our lunch she wrote, “I have a hot rod it is red”. She is also encouraged to consistently use lowercase letters inside her sentences. Brynlee has an alphabet visual on her desk as a reminder. She is also in a group for literacy that focuses on sight words and word families, which will support her in further developing her reading and writing. When reading, Brynlee is able to sound out her words and communicate her comprehension skills. She would benefit from using RAZ Kids to further develop her reading abilities. Brynlee is supported in this goal by engaging in a small-guided reading group. We focus on using

The shared book reading program is a teacher-directed literacy program designed to allow the educator the opportunity to model developing comprehension, alphabetics, and general reading achievement skills. The program aligns with the CCSS in that is focuses on the development of comprehension, alphabetics, and general reading skills. Furthermore, the program’s flexible design allows the teacher to utlize formative assessment to create targeted lessons focused on group and individual achievement (Common Core State Standards Initiative, 2012).. Additionally, teachers are encouraged to use open-ended questions as well as student’s background knowledge to engage leaners during the lesson. The program encourages the use of quality trade literature

Learning to read and write, or getting an education in general, is something that is easily handed to us in the world today. Imagine living in a world where you were expected to be uneducated, illiterate, and stupid. In the texts “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie and “Learning to Read and Write” by Frederick Douglass, these young boys grew up in different worlds where they were looked down upon and were expected to fail due to the standards they grew accustomed to. Although Douglass and Alexie underwent contrasting hardships on their educational journey, they both shared the realization that learning to read and write was both a curse and a blessing. With those shared