Reading is believed to be an easy task, something we all learn and develop through the years as we grow, however, is it really that simple? Reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for teaching children to read” (NRP np, 2013)
Comprehension is key to understanding what one is reading. For the most part, comprehension is what most believes reading to be. It is by far the most important component in reading because it activates all the thinking skills that are available as you are reading, and all the other components are required in order to comprehend. Comprehension is the understanding of what is being read (K12reader, 2014). A perfect example would be instructions. The majority of what we utilize today comes with a set of instructions. Some of them are simple and are made of diagrams, but they all contain a certain amount of reading. Just being able to read the words would not be enough because you would not know what to do. When you are able to follow the instructions then you comprehend them. An effective way to teach comprehension would be using a set of oral and written instructions in class to complete a practical assignment. While hearing the instructions it may trigger some...
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...ate exceptional reading patters and studies for the students to follow. Keeping them engaged with text is a definite must. There are not many people that would like to read a boring piece of text… unless it is for a research paper. However, if we are able to tap into the students overall ideas of their interests and pair that with a book, then it becomes interesting. Even giving them a choice of their preferred reading material is a good way to go, pending the approval of the teacher of course. The goal is the keep the students reading the majority of non-fiction books, however, any reading will help to expand their vocabulary and increase their fluency and comprehension. At the end of the day, we want all children/students to become successful, and reading is a main factor in doing so. The younger the child/student starts to read, the higher their rate of success.
Comprehension is the purpose of reading. Comprehension is the process of constructing meaning from a given text and applying that to the students background knowledge.
These theories, methods, assessments along with the evidence of success in reading at home make it clear that it is extremely important we try our hardest to support literacy in every child. All students can learn. It’s just a matter of making materials interesting and relevant to them, challenging them (but not to hard), and supporting them along the way.
Students who struggle with reading seem to understand better if the book is read-aloud to them. The teachers make the book more interesting which helps the student comprehend the text better. Teachers ask open ended questions during read aloud. This is important because it helps the students understand why we are reading what we are reading. Also, during read alouds the teacher will introduce new vocabulary or new strategies to help with understanding reading. Modeling by the teacher is the most important piece of read alouds. Students understand more of how a good reader thinks and understand the text the more it is modeled and the only way to be properly modeled is through read alouds.
Reading is a complex process and it would be a good idea to see how it is defined. In general terms, it is an interactive process between a piece of text and the reader and it is meaningful as long as the reader is able to create meaning. According to Anthony, Pearson, and Raphael (1993), “Reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation” (p. 284).
Throughout the years, students grow accustomed to an importance placed on literature. To keep students advancing over the years, teachers push their students to read books based on their academic level. Correspondingly, teachers assign their classroom certain books to read as a whole. Young students learn that the novels they read in class teach an important lesson, however, teachers consider more than an important lesson when choosing a book to read as a class. Each book introduced in a classroom usually encompass the criteria of a work with literary merit.
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
How can what we know about the development of readers inform reading comprehension instruction? Reading instruction typically starts in kindergarten with the alphabetic principle, simple word blending, and sight word recognition. Texts read by early readers usually include very little to comprehend. As children develop reading ability, they are able read more complex texts requiring greater comprehension skills. Separate and explicit instruction in reading comprehension is crucial because the ability to comprehend develops in its own right, independent of word recognition. The ability to read words and sentences is clearly important, but as readers develop, these skills are less and less closely correlated with comprehension abilities. (Aarnoutse & van Leeuwe, 2000) While no one would argue that word blending and sight word reading skills be omitted from early reading instruction, vocabulary and listening comprehension may be at least as important in achieving the even...
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission
As I sat in the front of my 6th grade English class, I anxiously awaited my turn to read. While reading several paragraphs from Lowry’s The Giver, I stuttered, mispronounced words, and even worked up a sweat. Every since I could remember I hated reading. Why do I always have to read out loud and embarrass myself to the entire class? Why can I not read as well as everyone in my class? How come I can never understand what I am reading? This was when I realized that I had a reading comprehension deficit. Reading comprehension is a constructive process whereby the reader uses the text, prior knowledge, and comprehension strategies to decode the text into meaning units of connected knowledge. There are many ways for teacher’s to help students with
Reading comprehension refers to the ability to decipher the meaning of written text. There are three required elements needed for adequate understand of written material: a knowledge of word...
It is clear that students in high school and college have different reading habits. Their surrounding mainly influences this nature, which then affects their attitudes, and reading culture. Reading has also been evolving from books to e-books and audio that people are embracing and trying to keep the reading culture alive. College life may present several challenges to keep the habit alive, but it is all about time management and finding time to grow that sphere of one’s life. High school students on the other hand, have the time plus a lot of pressure that is not only from teachers, but also emotional based on the adolescence during those years. Both students in college and in high school need to know the importance of developing a reading culture and try to maintain one.