Introduction
Since the reading movements of the 1980’s and 1990’s, many different theoretical perspectives on teaching reading have been proposed. This paper will examine and discuss major themes, issues, and influences derived from theoretical perspectives on reading instruction that have been proposed since the 1980’s. This paper will also examine four articles related to themes and issues taken from the State University library about reading instruction. The author will relay these articles from the library; to current classroom and personal experiences.
Research in Learning Style and Reading: Implications for Instruction
The first article that we will examine is by Marie Carbo and entitled, “Research in Learning Style and Reading: Implications for Instruction”. This article shares the importance of teaching students reading through their individual learning styles. The article goes on to discuss research on the Dunn and Dunn model of learning styles which indicates: (a) that students’ achievement and attitudes improves significantly in reading when they learn to read through their own individual learning styles; (b) that students’ reading style strengths and preferences can develop at various times and rates; (c) that the use of the Learning Style Inventory and Reading Style Inventory are valid, reliable instruments which teachers can use to help in reading instruction (Carbo, 1984).
According to the Carbo, research in reading and learning can be assessed into five categories which include: environmental preferences, perceptual strengths preferences, perceptual development, comparisons across grade levels, and comparisons across achievement levels. The environmental preferences, refers to how the am...
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...environment and a balance of whole language and phonics to build upon.
Reference
Carbo, M. (1984). Research in Learning Style and Reading: Implications for Instruction. Theory Into Practice, 23(1), 72. Retrieved April 30, 2011 from EBSCOhost.
Dowhower, S., & Beagle, K. (1998). The print environment in kindergartens: a study of conventional and holistic teachers and their classrooms in three settings. Reading Research and Instruction, 37(3), 161-90. Retrieved May 1, 2011 from OmniFile Full Text Select database
Gullatt, D., & Lofton, B. (1998). Helping at-risk learners succeed: a whole-school approach to success. Schools in the Middle, 7(4), 11-14. Retrieved April 30, 2011 from OmniFile Full Text Select database
Weaver, C., & ERIC Clearinghouse on Reading, E. N. (1994). Phonics in Whole Language Classrooms. ERIC Digest. Retrieved May 1, 2011 from EBSCOhost.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
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
Like other issues of education, educators and theorists debate and analyze methods of reading instruction. They judge methods and curricula not only by their efficacy but also by their appropriateness and ease. Throughout the history of education these methods and curricula have changed, shifted, and transformed. Currently, though, there are two front-runners in the debate—phonics and whole language. Popular belief is that these curricula are diametrically opposed. Researchers of effective reading instruction assert the opposite, saying that “an artificial, simplistic dichotomy” has no reality in the discussion of phonics and whole language (Dahl & Scharer, 2000, ¶43). The purpose of this research paper is to compare these two seemingly different curricula in the realm of reading instruction, to determine their individual levels of appropriateness, and to decide which, if either, is ultimately more appropriate in the school setting.
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).
Pappano, L. (2001, November 25). Teaching Reading No Longer One-Size Fits All. Boston Globe. Retrieved March 6, 2003 from LexisNexis Academic database.
How do the predictions about integrating reading into future instruction compare for these two groups of secondary pre-service teachers? (169).
My teaching styles correlate mostly to the constructivist beliefs; I try to make my lessons interactive and connected to student’s interests while allowing the students to work in many different settings. The top down model can be seen throughout my literacy instruction since I instruct text as a major idea and break it down into smaller parts during lessons; I do not start by teaching one piece at a time. I exhibit a balanced literacy approach in my instruction by incorporating many different aspects of literature within my lessons. In all, my philosophy of literacy best describes my beliefs of literacy instruction within the
The Reading Strategies Book, by Jennifer Serravallo, is a tool that offers support to teachers in their planning and execution of literacy lessons situated within a larger curricula area. According to Jennifer, “the goal-oriented chapters address a plethora of strategies that can be taught in all genres, grades, and content areas, and they are differentiated for the teacher by clear descriptions that assist them in selecting the most apt and applicable lessons.” This resource provides teachers with an “Everything guide to developing skilled readers,” (Serravallo, 2015). Throughout this book, Jennifer introduced about 300 strategies that can be used in the form of lessons that are accompanied by teaching tips, lesson language, and supportive
The Foundational Knowledge Standard involves preparing individuals for roles in the reading profession and encompasses the major theories, research, and best practices that share an agreement of acceptance in the reading field. Individuals who enter the reading profession should understand the historically shared knowledge of the profession and develop the capacity to act on that knowledge responsibly. (IRA Standards, 2010). This semester I really learned how I could develop the capacity to learn from my previous experiences and contemplate my own practices in systematic ways to benefit students rigor. Based on several decades of cognitive science research on human learning, knowledge is domain specific and contextualized. Social experience and context play a role in the construction and development of knowledge (IRA Standards, 2010). Knowledge in the reading field includes archival research-based knowledge and practical knowledge that reflects the wisdom of practice. Knowledge represents the currently shared content of the reading field, subject to change over time as new knowledge and understandings are acquired. This is what drives educators into having their own philosophies of teaching. Each educator develops his/her own capacity to learn from experiences and contemplates their own practices in systematic ways. It wasn't until the numerous experiences I had in a multitude of classrooms, during my undergraduate, that I was able to construct my own philosophy of teaching and abide by it.
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.
Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. (2010, September). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading& Writing, 23(8), 913-930. doi:10.1007/s11145-009-9182-x
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
“The main goal of more formal educational research is to test theory and to advance scientific knowledge” (Samuels & Farstrup, 1992, p 5). As a result of the noticeable failing reading levels, Congress took it into their own hands to help solve the matter. “Congress directed the creation of the National Reading Panel to reevaluate educational research and give teachers and schools a roadmap to address this problem” (National Reading Panel, 2000 (NRP)). The panel was appointed in 1997, and used numerous studies and research that, once analyzed, was focused into certain areas that need to be incorporated in reading instruction. The areas that were highlighted in the resulting study were phonemic awareness, phonics, fluency, and comprehension (Manzo, 2000, p 1). These areas can be examined more closely in order to gain insight and information into their beneficial effects on effective reading instruction.
Teaching in the read/write learning style is improves the learning experience for others especially for this specific learning style. The read/write learning style is a very common and useful form of learning that is taught in an educational platform because of the nature of the learning style. Therefore, knowing how to tailor one’s lectures to meet the needs of the students with the read/write learning style is a refreshing and revitalizing method in providing the information to those who are in a position to learn and encourages the information taught to remain intact and new in their brain. Furthermore, being aware of one’s learning style allows the individual to receive the information to be understood competently. Awareness of your individual learning style can provide it’s advantages along with its disadvantages. The advantages of this awareness are that the individual knows how to receive the information in a way that is best suited for their abilities. This can allow the individual to be more in sync with what methods and tools are necessary to enhance the learning experience. Then, the disadvantage of being aware of the one’s learning style exists when the individual is consumed with the mentality that the only way to adequately learn new material is through their specific learning
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.