There is no one answer for having a reading problem in one’s life. These problems could be associated with culture, environment, health, self esteem, teaching styles, etc. There is also no one reason for acquiring a reading difficulty and thusly no one method of intervention will work for all students Reading allows students to do as well as other students in content area classes. Without having, good reading skill students fall behind and see themselves as poor readers. A poor reader will try to avoid reading, will not want to put much effort into reading, and will not be likely to have a high level of comprehension in reading. The attitude a child has about himself as a reader has an effect on his or her reading achievement Teachers notice a student who pictures himself or herself as a poor reader Self esteem or attitude also affects a child’s reading development. That a child’ self-image has a direct effect on his or her ability to perform favorably in school is a popular idea shared by many educators. According to a research paper prepared by Taylor, Short, Frye, and Scherer (1992), there is a high probability that a student who is low in reading at the end of first grade will stay a disabled reader for quite some time. They also state that research has shown that the best way to break this lack of reading growth is to provide intervention/ remediation for these students as soon as possible. Borg, Gall, and Gall (1993), also support this claim. Based on several studies children who were poor readers at the first grade remained poor readers through fourth grades. An analysis of student achievements and student attitudes toward subject matter and effects on self-concept was conducted by Cohen, Kulik, and Kuli... ... middle of paper ... ...Guidance Service, Inc., Circle Pines MN.: Ritter, G. W., Barnett, J. H., Denny, G.S., & Albin, G. R. (2009). A Meta-Analysis The Effectiveness of Volunteer Tutoring Programs for Elementary and Middle School Students. REVIEW OF EDUCATIONAL RESEARCH. 79; 3 The online version of this article can be found at: http://rer.sagepub.com/cgi/content/abstract/79/1/3 .DOI: 10.3102/0034654308325690 Taylor, B.M., Sort, R.A., Frye, B.J.& Scherer, B.A. (1992). Classroom teachers prevent reading failure among low-achieving first-grade students. The Reading Teacher, 45, 592-597. Therrien, W. J. (2004). Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis. Remedial and Special Education, 25; 252. The online version of this article can be found at: http://rse.sagepub.com/cgi/content/abstract/25/4/252 DOI: 10.1177/07419325040250040801
Stanberry, K., & Swanson, L. (2009). Effective Reading Interventions for Kids With Learning Disabilities. In LD online. Retrieved January 13, 2014
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Preventing reading difficulties needs to be caught and identified in the earliest stages of a child’s development. ‘Research over the last two decades has demonstrated that most reading difficulties can be corrected,” (Kilpatrick 2011) According to the research it seems that reading difficulties can be diagnosed and a plan of intervention established early in a child’s education. The teaching establishment just needs to realize this and come to grips with a plan and practice to implement. According to a study by Vellutino, (1996) he conducted a study in which first grade students had an intensive intervention program and the results turned out to be very good about 68% benefited from the intervention and continued to do so a year after. One of the inventions focuses on site recognition where students can recognize a pool of words instantly. This was further explained in an article by Linnea Ehri (Learning to read words: Theory, Findings, and Issues). Here there was research done because educators where looking for evidence to make decisions on reading instructions for their students. Ehri conducted studie...
Good morning! How many of you think that learning to read and write is necessary for children in order to become successful? Good. We are going to talk about the Reading Recovery Program that is available for students that have difficulty learning to read and write. Nine out of ten children that do not meet expectations in reading and writing in the first grade continue to fall behind in fourth grade. These children are likely to be retained, referred to special education, and drop out of school. With the help of Reading Recovery teachers, children accelerate their learning and meet academic expectations.
The third area of development is personality. Books give children characters to connect with. By connecting with characters of the same ethnic and cultural background, children can achieve self-approval and pride. When seeing the portrayal of these characters in a positive way. Self-approval is critical , even at an early age.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
The second grade male read a book called “Hooray for Reading” by Patricia Hall. The student read this book because that was the book the teacher provided. The teacher informed me that the student has read this book before, so he should be familiar with it. She suggested I use this book because it pertained to his level. The book was a level one. The student did well when reading. I noticed that the student read in a low tone voice. This made the reading hard to hear. I had to constantly ask the student to repeat himself because he was soft-spoken. I also noticed that the student did not read with expression. The student read the book with the same tone even when new characters or exclamation points were presented. The student’s error rate
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
The common learning disability in reading is called dyslexia. Reading problems occur in a student when they have difficulty unders...
Pearson, P. D. (1999). A historically based review of preventing reading difficulties in young children. Reading Research Quarterly, 34(2), 231. Retrieved from http://search.proquest.com/docview/212127821?accountid=458
After the study, results revealed that a lot of the influence regarding how they feel reading came from their years in college and high school. An example of a positive influential teacher gave their student a book to read. One of the negative instances were
Reading is a lifelong skill that individuals should learn, for them to prosper and expand intellectually. Despite the fact that one might perceive its simplicity, it is more complex than what it seems. Furthermore, it's a weapon that can be used to face challenges and opportunities that life offers. For many, gaining this skill is easy except for students with Learning Disabilities (LD). It’s very hard to teach reading for those students with LD. One factor to this is the varying needs of the students and the condition that controls the learning situation. In the articles read, the authors provide solutions to help the LD students with their reading skills and intellectual capacity.
Many of these students require intensive instruction to maintain the academic skills they have been taught and to improve their academic deficits. For many students with E/BD, achievement problems are particularly troublesome in the area of reading (Maughan, Pickles, Hagell, Rutter, & Yule, 1996). Unfortunately, there has been very little published research in the area of reading instruction with this population of students. In their review of reading interventions in the area of E/BD, Coleman and Vaughn (2000) identified only eight published studies that reported the results of reading interventions for students with E/BD. The majority of these studies were conducted with students younger than 12 years of age.
...ding Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having