1.0 Introduction Reading is one of the most important skills in acquiring a second language. In recent years there has been an increasing interest in the development of the process of reading. Reading was seen as a receptive language process where learners do not need to produce any form of language. This means that a reader is given a passive role whereby they only receive input such as opinions, new information or sense of enjoyment and try to understand it. no form of interaction with the text occurs. in addition to receiving input, readers would also go through a process of decoding certain types of information such as understanding new words to making sense of bigger chunks of clauses and phrases and then finally understanding complete sentences. this reading process is called the bottom-up approach to reading. by the end of this process, readers would then be able to comprehend what the writer is trying to express. However, it was only till recently that a lot of researchers disagreed with this and state that reading is also an active process where the reader is constantly engaged in the text (Carrell,2000). This suggests that readers try to construct meaning through previous experiences or previous knowledge on related topics. This process is called the top-down approach. This is supported by Duffy and Roehler (1987) who states that readers are actively engaged with a text when they are using the skill of identifying blockages when reading and thinking of a way to overcome those blockages by using prior knowledge brought into the text. Goodman (1967) also supports this by stating that a reader who is constantly rearranging structures to understand messages clearly shows signs of an active reader. During this process, Go... ... middle of paper ... ...text. Works Cited Carrell, P. L., Devine, J. & Eskey, D. E. (1988). Interactive approaches to second language reading. Cambridge: Cambridge University Press. Duffy, G. G. & Roehler, L. R. (1987). Teaching reading skills as strategies. The reading teacher, 40 (4), pp. 414--418. Goodman, K. S. (1967). Reading: a psycholinguistic guessing game. Literacy research and instruction, 6 (4), pp. 126--135. Grabe, W. (1991). Current developments in second language reading research. Tesol quarterly, 25 (3), pp. 375--406. Nagao, H. (2002). Using top-down skills to increase reading comprehension. Eric. Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading research quarterly, pp. 32--71. Williams, R. (1986). Top ten'principles for teaching reading. Elt journal, 40 (1), pp. 42--45.
These classes gave me the theoretical understanding I needed to start drawing my own research interests and beliefs. I have been always wondering about how humans are able to understand the printed representations of sounds and thoughts and puzzle them to extract their meaning. Thus, I have three research questions that shape my identity as a researcher: 1) What do college students with learning difficulties do when they read? 2) What are college students with learning difficulties’ beliefs about reading as a tool for academic success? 3) What are college students with learning difficulties’ beliefs about themselves as readers? These questions are founded on the concept of reading described by Kenneth Goodman, Peter Fries, and Steven Strauss (2016) as a grand illusion, in which the reader’s linguistic brain transacts (Rosenblatt, 1978) with the text using her sociocultural background to make predictions and respond to those predictions, using as a mediator the context where the act of reading occurs. Reading is also one of the most powerful political acts by which the reader does not only read the word, but also the world (Freire, & Macedo,
Burns, Paul C.,Roe, Betty D., and Ross, Elinor P. (1992). Teaching Reading in Todays Elementary Schools. Boston: Houghton Mifflin Company.
Hanzal, A. (2013). Closing the reading fluency gap in six minutes. Masters of Arts in
Trepanier, K. G. (2009). The effectiveness of the orton gillingham instructional program when used in conjunction with a basal reading program. (Order No. 3355062, Walden University). ProQuest Dissertations and Theses, , 101. Retrieved from http://search.proquest.com/docview/305080674?accountid=458. (305080674).
They argue that these steps are progressive and that a reader must learn one before they progress to the next; however, they state that a truly skilled reader cannot leave the prior stage behind, but instead must build each stage upon the previous. Thus, elementary reading is contained in inspectional reading, as, in deed, inspectional reading is contained in analytical reading, and analytical reading in syntopical reading. (pg. 31)
Whichever way you learned to read, chances are you never knew what the terms “phonics” or “whole language” meant. However, these are the terms that are at opposite ends of an on-going debate over the best way to teach children how to read. “Simply stated, supporters of the whole language approach think children's literature, writing activities, and communication activities can be used across the curriculum to teach reading; backers of phonics instruction insist that a direct, sequential mode of teaching enables students to master reading in an organized way” (Cromwell, 1997).
Reading is not just reading words on a paper. It is a process that uses many resources in the brain and the use of strategies. Teachers have to use all six areas of reading to help students learn how to read, what strategies to use when reading, how to interpret a text and many more. Reading is a complex process and this paper will describe the six areas of reading.
Under the RMA assessment strategy, readers use a number of cueing systems including semantic (meaning), syntactic (grammar) and grapho-phonic (sound/symbol), collaboratively to construct meaning as they transact with text (Theurer, 2011). There are many benefits of using the RMA assessment strategy, however the main drawbacks of this strategy are that it can be time consuming and it does not give a complete picture of the student’s literacy skills and strategies and it can give misleading information when used with English language learners.
According to (American Nurses Association, 2015), the Code of Ethics for Nurses was developed as a guide for carrying out nursing responsibilities in a manner consistent with quality in nursing care and the ethical obligations of the profession. Nurses are the front line of the health care system and face different types of ethical dilemma in their practice. A great example of the ethical dilemma faced in the nursing practice is what is presented in this case study.
There are ways to avoid problems when using social media. Before posting something on social media, first “Nurses must consult employer policies or an appropriate leader within the organization for guidance regarding work-related postings” (Spector 1). This helps the nurses distinguish if they are overstepping the Standards of Professional Performance - Standard 7 Ethics and the Code of Ethics for Nurses - Provision Three. Furthermore, asking a leader within nursing, allows the nurses to learn from previous nurse’s mistake when using social media. Another way to avoid social media mistakes as a registered nurse is to “Remember that standards of professionalism are the same online as in any other circumstance” (McCartney 1). To avoid mistake always remember when posting something online, it must also be acceptable in the work place. And if it is not acceptable in the work place than it should not be online at all. Another, recommendation to avoid problems, is that at no point in time is it okay to take photos or videos of patient with personal devices. When posting something about work, do not put a patient’s name or post information that may lead to the identification of a patient. For example, when a nurses post something about how stressful their day was because of a patient, the nurses should restrain herself or himself from reviling
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.
The American Nurses Association Code of Ethics for Nurses has five elements that pertain to the Principle of Autonomy. Each individual element applies to “respect individual persons” (Baillie, McGeehan, Garrett T, M., Garrett R. M., 2013, p.33). In Chapter 2 of the Health Care ethics: Principles and problems text, it discusses thouroghly the consent of an individual to make their own decisions regarding their health and future requests of care. As a nurse or within all heath care professions, we must treat each individual patient with care, respect, and to remain mindful to the patient regarding any aspect of their lives. In the ANA Code of Ethics for Nurses, it explains ways of maintaining the empathy required in the health field. It further discusses that the respect for human dignity must be a priority, relationships to patients must remain neutral, the severity of the situation, the right to self-rule, and the professionalism that must be upheld by the nurse and their associates.
According to Temple et. Al, there are components for reading. “Reading is the act of getting meaning from a written text.” (Temple & Ogle & Crawford & Freppon, 2005, p.7) There are steps to learn to read; first step is “word recognition.” This activity is that readers recognize letters and words. Next step is “phonemes” which is the smallest sounds in language. Readers who in “phonemic awareness” are able to know how to make sounds with letters. In “comprehension” step, readers are able to understand what they are reading. They can improve reading ability by expanding knowledge of vocabulary. If they can understand words faster than previous time and accurately, they are on “reading fluency” step. The last step, which is “interpretation” or also known as “critical reading”, is a time when they are able to understand author’s thought and mind by reading their words and arguments. National Reading Panel categorized literacy by areas of alphabetic, fluency, comprehension, teacher education and reading instruction, computer technology, and reading instruction. Alphabetic includes
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Just, M.A., & Carpenter, P.A. (2010). The psychology of reading and language comprehension. Boston, MA: Allyn and Bacon, Inc.