Convinced of its value, a second grade teacher has her students gather round as she begins to read one of her favorite stories aloud. Within minutes she senses that students are not quite responding optimally and she must make a decision: Does she interrupt the oral reading and intervene in some manner or continue reading? She will make this decision countless times as she reads aloud. The consequences of these decisions will doubtlessly have considerable effect on the students’ experience and will very likely effect their learning learning. Several studies have found that the way texts are read aloud to students can have significant impact on vocabulary development, comprehension, and literacy development (Brabham & Lynch-Brown, 2002; Oulette, Dagostino & Carifio, 1999; Brannon & Douksas, 2012; Elley, 1989; Whitehurst, et al, 1994). Many studies suggest that read aloud styles that encourage active participation by students are more effective in promoting word learning (Brabham & Lynch-Brown, 2002; Dickinson & Smith, 1994; Fisher, Flood, Lapp & Frey, 2004; Senechal, 1997; Senechal, Thomas & Monker, 1997; Wood, Pressley, Turnure, & Walton, 1987). Lo (1997) found that students of all abilities drew more inferences in response to comprehension questions under the “co-construction condition” than under the questioning or control conditions. Sipe (2000) points out that so many of the wide and rich variety of student responses to the text that he encountered “were so often of the moment and in the moment, [that] to hold the response to the end of the reading would have been, in many cases, to lose it” (p. 272). While our teacher’s initial decision about whether or not to interrupt her reading aloud is quite specific, the recommen... ... middle of paper ... ...fficient, little attention has been devoted to developing instructional methods that might foster automaticity of com- prehension strategies. (p. 68) This explains the focus of the proposed research on note-taking, text-coding, questions and marginal comments. The notations sought in the research amount to tangible evidence of active processing. Such notations keep student readers focused clearly on text content, and are likely candidates as vehicles for enacting the comprehension strategies. The research will not answer the question about whether readers need explicit instruction on the strategies themselves. Tracking the kind of interruption and whether it is oriented more toward strategy or content would begin to answer the question of whether and which of these approaches more effectively foster and maintain habits of active reading and text processing.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
7). Students will have the opportunity to practice reading aloud and silently to improve their
According to “Cognitive Development and Learning in Instructional Contexts,” by James P. Byrnes, in order to best predict a students reading achievement, it is best to see if children are able to repeat stories that were just so recently read to them. This is a better way of assessing the students than any digital span. (Byrnes, 2007, p. 175) With this in mind, I asked questions that provoked a lot of thought and guided the conversations. I also implemented turn to talk into my lesson to hear what the students were saying to their peers about the story as
At the end of the E-Book, the teacher asked who the characters were, what the setting was, and what the plot in the story was. Peter raised his hand to participate and answer the questions. This demonstrated Peter’s comprehension skills and showed how he was paying attention to the story. On March 3rd for phonics, Peter sat on the rug quietly when asked by the teacher demonstrating he can listen and follow directions. All students, including Peter repeated their “I can” statements. “I can” statements are an adjusted version of the objective for students. The “I can” statement for phonics today was “I can tell different sounds in words.” Peter listened to the teacher state the “I can” statement once, then repeated it. Also at the end of reading groups this day, Peter was given a task to put the reading books in the white bin. Peter followed directions again demonstrating quality listening
Burns, Paul C.,Roe, Betty D., and Ross, Elinor P. (1992). Teaching Reading in Todays Elementary Schools. Boston: Houghton Mifflin Company.
Looking forward, I firmly believe that A will benefit from reading lessons that engage her higher-level thinking. She is a good decoder and clearly loves reading. It would be a goal, if I was her teacher to help her see that we can gain meaning from stories and text no matter what they are about – making the story relevant to the way we think is how we learn more – metacognitive awareness is something I believe she would benefit from and employ as she is an intelligent young girl with a great enthusiasm for learning. Total 534 **needs quotes please **
This semester I had the pleasure to be in Mrs. Smith’s kindergarten class at Normal Park Museum Magnet School. For the last four months I was able to observe and do a guided reading lesson. During this time I was able to reflect over what I have learn from Teacher Reading and connect it to what I have seen happen in my classroom during Guided Reading, writing, and reading. During Professional Development School I had the opportunity to see many different reading levels and see how my teacher taught her many different reading levels.
During a test, these students were taken to another classroom area so that the inclusion teacher was able to read the test to them. Self-reading in the inclusion classroom is sometimes avoided as much as possible. The inclusion teacher also stated that there have been tests where the amount of information was lessened to avoid additional frustration being added as they are already struggling with reading the test information. According to the general education teacher, students on occasion are encouraged to read out loud. However, there is more of a push for them to participate in classroom or group discussion. Students that are asked to read aloud are based on their ability. This type of interaction makes for a comfortable learning environment and participation with their peers. She stated that she tries to pre-teach information that they will be covering on that day in the form of a warm up when the kids first enter the classroom. Then when they are exposed to the information later on in the class, it is not a total shock of information to
In this paper, I will analyze reading strategies for the content area of language arts in a fifth grade class. Reading comprehension is one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter, whether it’s science, math, or social studies as well as everyday living skills. The content areas typically included disciplines like science, social studies/history and math, but any area outside of English literature instruction constitutes a content area. The reading associated with content area courses reflects not only the concepts and ideas important to these subjects, but also the text structures used by those practicing the field.
Becky Pursley, a passionate first grade teacher at Barton Hills Elementary, uses differentiation while teaching reading in her classroom. By using differentiation, Ms. Pursley is allowing students to be taught at their appropriate level. This allows for students to build upwards and motivates them to strive to grow out of their level. Students are engaged in activities that are enriching to their individual minds. Some students may be involved in buddy reading, some may listen to a book on tape, and some may even read chapter books. All these various activities can occur in one classroom with one teacher. The teacher’s job during a differentiated reading lesson is to circulate through the classroom and tend to students needs. A teacher should take a step back and become a guide for students. During a differentiated reading lesson, the classroom may appear to be lacking control, when in fact, as long as each student is engaged in something that is enriching to them, that is the perfect
...ents to make a good reader. Therefore, without a certain piece of reading students skills the scaffolding is unstable. Due to a student’s faulty scaffolding, reading does not work cohesive to make the end product a successfully understood story. This concerns me. If I feel like they are falling behind on these skills and their other teachers, my colleagues, are not teaching them these skills, I will and do my best at making it appropriate for my class. Without reading skills, they will be faced with horrible ramifications from their problems to comprehend and understand the vocabulary words they see in their textbooks.
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read
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
Our readings reference many previously researched benefits of Interactive Reading which include (but certainly are not limited to) developing children's joy of learning, art of listening, vocabulary, concepts of print, patterns and structures of written language, understanding of different genres, oral language expression, and understanding of the components, structure, and function of narrative discourse, connection with others and the world. (Fisher et all, 2006, p. 8-16).
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.