Why You Should Read Every Day Analysis

Throughout the eighth grade year, my reading comprehension and analysis skills have dramatically strengthened. First, my reading comprehension abilities have strengthened over the year because of the strong vocabulary that filled the books I read. The books that used advanced terminology were Lord of the Flies, Fahrenheit 451 and Twelfth Night. Whenever I read a word I didn’t understand in these novels, I always searched for the definition. By using this effective reading strategy, I was able to strengthen my vocabulary while receiving a complete comprehension of the novel being analyzed. Lord of the Flies, Fahrenheit 451 and Twelfth Night were both challenging novels to read because of their sophisticated vocabulary. However, these challenging

Reading is an important part of today’s society. Being able to read and write defines populaces as educated, successful and intelligent, since the world revolves around written language. Being literate is a vital tool of survival in today’s civilization. Reading is not only important for basic day-to-day functions, but also helps to form a stronger self-disciple, longer attention span and better memory retention. From the moment a child is born, caregivers begin reading to their child.

I believe the more I read and the more I write, the easier it is for me to comprehend what is being told in the story line. For example, in Dr. Seuss’s ABC book, I was able to comprehend which words began with each letter in the alphabet as the book contained pictures and examples of each letter. The book Ten Apples Up On Top! by Theo LeSieg helped me gain a knowledge and understanding of counting numbers as well as learning my colors. Each page in this book displayed an apple in bright red color with one or more apples on each page. By doing so, this taught me to count each apple on the page and the repetitive use of the red colored apple taught me the color red. I believe it is imperative that all readers gain a knowledge and understanding of words being used in their

In the article “10 Benefits of Reading: Why You Should Read Every Day”, Lana Winter-Hebert expands on the ten benefits of reading, which include mental stimulation, stress reduction, vocabulary expansion, and more. She made an analogy saying “reading is to the mind what exercise is to the body”, and she proves this theory in her writing. When reading a book, all of your attention and focus are in on that book and you tend to forget all about your worries and personal problems, so reading is initially reducing stress levels and brings about inner peace and tranquility. Reading can additionally help you in your future life. Studies have proved that staying mentally stimulated can delay or even prevent diseases like Alzheimer’s and dementia.

Repeated Reading is a data-based strategy to increase students reading fluency. It helps build word recognition skills, and allow the reader to spend more of his or her energy on comprehension and less on decoding. Meanwhile, this builds fluency in how they can orally communicate the reading.

In the article, it is evident that rare words expand the vocabulary knowledge of children, prompt them to ask questions and accelerates the development of their reading comprehension skills. (Dickinson et al. 2003, p. 15). Discussions in the classroom produce opportunities for teachers to clarify the meanings of the words, repair misunderstandings of new words, as well as extend the children’s knowledge of them. (Collins, 2012, p. 16). By using sophisticated words children become aware of the possibility that they can misinterpret a word, which is important because it prompts them to check their understanding of the words they use. (Collins, 2012, p. 18). Children also begin to realize that certain words can have multiple meanings and thus can be used in different contexts. Exposure to sophisticated vocabulary can be developed in different settings such as small group play, mealtime or during story time. Children gain knowledge of the words used from other children and the teacher, and also compare their own understanding to new information that other children or the teacher provides. (Collins, 2012, p. 20). Research has shown that the use of complex words during play by the teacher contributes to children’s reading comprehension in the fourth grade. (Dickinson and Porche, 2011, p. 15). Hence, exposing children to sophisticated words at an early age provides them with a richer vocabulary, improved reading comprehension and stronger literacy development.

It is well known that the library bids us thousands of book each day, but have you ever wondered if they had anything special that would interest us in reading? Volunteering at the library, there were many things the library had to offer for our interest that very few knew about. For example, there are scheduled reading out loud to children everyday, or the fact that they have a senior teaching day every saturday. Senior Teaching day is where high school volunteers help elders use the basics of computers, or any help they might need on the internet. According to the Article, “Semantic–Syntactic Partial Word Knowledge Growth Through Reading,” children from third to ninth grade,

The National Assessment of Educational Progress (NAEP) measures the progress of 4th and 8th graders educational achievement in mathematics and reading every two years. In 2013, almost two-thirds of 4th graders read below or at the basic level which indicated students failed to master the basic reading skills that are fundamental for proficient work at each grade level. (National Assessment of Educational Progress [NAEP], 2013). Reading plays an important role in a child’s development: socially, academically and personal. (Bishop & Leonard, 2000; Kamil, Mosenthal, Pearson & Barr, 2000). Reading increases general knowledge as well as reading achievement. Frequent readers have larger vocabularies, better literacy skills and better spelling and

According to Allington (2014), though reading volume is central to the development of reading proficiencies, typical commercial core reading programs tend to provide material to engage students in only 15 minutes of reading each day. With the remaining 75 minutes allocated to completing workbook pages and answering lower-level comprehension questions, many students receive very little time to engage in reading. Cunningham (2005) reminds us that as early as 1977, Richard Allington pleaded, “If they don’t read much, how they ever gonna get good” (p.1). Reading volume is defined as the time students spend reading in addition to the number of words they consume as they read (Allington, 2012). This combination impacts all aspects of students’ cognitive abilities, ranging from vocabulary development as well as knowledge of the world (Cunningham & Zibulsky, 2013). In one of the most extensive studies of independent reading, Anderson, Wilson, and Fielding (1988) connected reading growth to the time students spent reading outside of school. They found that independent time spent reading was the best predictor of reading achievement. In this study, the researchers determined that fifth-grade students that read forty minutes per day scored in the 90th percentile on standardized tests. Simply put, those who read more than an hour outside of school outperform their lower achieving peers. Not only has independent reading been found to have profound affects on student achievement, but

620). Recent research syntheses have corroborated this conclusion (Meyer & Felton, 1999; National Institute of Child Health and Human Development [NICHD], 2000; Therrien, 2004). Therrien (2004) stated: [R]epeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and comprehension on a particular passage and as an intervention to increase overall fluency and comprehension ability. (p. 252) The highly converging support from by now an extensive research base for repeated reading raises the question: What is it about repeated reading that facilitates reading fluency? Researchers have suggested that difficulty in word recognition is a major obstacle to fluent reading, while maintaining that reading is a complex process involving multiple levels of processing from word decoding to deriving meaning from sentences, paragraphs, and the text as a whole and that fluency can be jeopardized by a breakdown at any of these levels (Logan, 1997). LaBerge and Samuels (1974) argued that slow decoding creates a “bottleneck” that impedes the flow of thought and hampers comprehension. Poor readers often spend a great deal of their cognitive resources on decoding and have little left for comprehension. Conversely, good readers decode

Reading comprehension requires understanding the meanings of words, sentences, and texts. Vocabulary refers to the knowledge of lexical meanings of words and the concepts connected to these meanings. Differences in the size of vocabulary have an effect on word recognition as well as reading comprehension (Arrnoutse, Van Leeuwe, Voeten, & Oud, 2001). Vocabulary is a principle contributor to fluency, comprehension, and achievement (Bromley, 2007, p. 522). However, the key question is, does vocabulary instruction improve reading

We are alone when we don’t read. Lots of people read as a hobby. But have people ever thought of the lifelong benefits of reading? Reading has many lifelong benefits; therefore, reading is very fundamental, reading can make some people calmer, and a brain can stay sharp.

Also Arthur (1968) believes that syntactic information and vocabulary enrichment can be improved through literary texts. In other words, literature involves a profound area of vocabulary, dialogues and prose (Van, 2009).

Many studies have been conducted to distinguish extensive reading from intensive reading. For instance, Uden (2003) states that extensive reading imitates reading in the first language in the way that its key elements are purpose and pleasure. It is based on easy material that is chosen by the learner to build language fluency and. ER allows learners to process language faster and improves comprehension. While, intensive reading refers to the careful reading of the material with the goal of complete and detailed understanding. Moreover, it is associated with the teaching of reading in terms of its components skill, i.e. distinguishing the main idea of the text, reading for gist.

– Reading fiction improves vocabulary immensely. Literary fiction uses a variety of different words because its main purpose is to paint imagery and make the content engaging. Therefore, readers are exposed to words they would not see in non-fiction texts. This broadens their vocabulary by exposing them to a plethora of new words, which aids in their writing and communication skills. It can also help us to “better understand new information” (Sullivan, 2015).