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The importance of literacy in education
The importance of literacy in education
The importance of literacy in education
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Recommended: The importance of literacy in education
Chapter 1
Introduction
According to Burns, Roe and Smith (2002) “Reading is a combination of many skills leading to the construction of meaning, through integrating prior knowledge with information presented in the text.” The aim of reading is to communicate thoughts and ideas through written language. Over the years The Ministry of Education in Jamaica, educators, parents, and politicians continue to express concern over the low literacy rates demonstrated by schools especially at the grade four level where they sit the Grade Four Literacy Test. Although researchers pursue the root of reading disabilities and effective reading methods, concern is still expressed by teachers that many students cannot read at their instructional grade level. Several reading interventions and methods for remediation have been designed and implemented to increase reading fluency. As a result of these interventions, some students who struggle to
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It is often believed that fluency can be the link between decoding and comprehension. Decoding refers to a child’s ability to recognize words. Word recognition skills can be taught through phonemic awareness and phonics. For many readers problems with word recognition can lead to problems with fluency, which can lead to problems with comprehension. According to Armbruster, Lehr, and Osborn (2001), less fluent readers focus their attention on decoding words, leaving less attention for comprehension. When students begin to develop decoding skills and word recognition becomes natural and automatic, gains in fluency and comprehension can be made. Fluency also allows the reader to see that meaning is not only carried through by words, but by expression, punctuation, and phrasing (Rasinski, 2003). Once a student can learn to accurately, effectively, and effortlessly decode words he or she can begin to naturally read passages and stories, and can focus on
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.
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.
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...
Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173.
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.
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
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,
In any interaction with a text, the text is pretty much useless unless the reader can comprehend the meaning of that text. Since narrative, expository, and poetic texts all have different reasons for being written, and different forms of presenting the text, different strategies are needed to comprehend these texts. There are also many reading strategies that can be used for all of these types of text.
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...
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...
Literacy skills are essential for a person to function in the world. Every aspect of a person’s life is influenced by literacy skills. Literacy skills are the foundation for learning other skills (Literacy Link South Central, n.d.). One aspect of literacy is reading. There are several components to reading: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Then those areas are broken into skills and abilities. Some children seem to “pick-up” these skills, while others struggle. This essay will focus on what are fix-up strategies for reading comprehension, how to teach students these fix-up strategies, and why is it important to teach fix-up strategies to English Language Learners.
Fluency is the ability when one is the essential part when it comes to the reading process. With fluency, a student is able to comprehend the text better and they are also to build on their vocabulary. Something that is important is that when students struggle from fluency it makes it harder to understand what is happening in the text. Also, it makes it harder for them to recognize words from the text. According to the article important indicator that helps builds when a student has to comprehend, it was mentioned that lack of fluency can result to barriers for succeeding to a higher level of understanding for proposing and learning (Rasinski, Rupley, Pagie, & Nichols, 2016, P.164). This is critical because then students are not able to make meaning of words and they spend most of the time trying to figure what the word says rather, then what the message is being said in the text. It was also mentioned that if students are incapable to mechanically distinguish large quantity of words from their text, then the reader will feel unmotivated when it comes to reading because of there is being spent trying to figure out what a word means (Rasinski et al, 2016,
Reading is a complex construct, and it is difficult to capture what exactly is involved when a reader decodes words and understands the meaning of text (Hosp & Suchey, 2014). Reading comprises multidimensional sub-processes that include the understanding that symbols have meaning and the ability to decode these symbols to form words. Primarily, reading is a language skill and reading disorders are traditionally evaluated from language processing perspective (Swanson & Hoskyn, 1998).
Literature is not only about stories and written art, but also serves as a tool to develop literacy skills. While the values of Literature may be questioned, Language Arts is seen as a crucial subject for every field of study, but what one often fails to recognize is that the basic literacy skills are also taught and developed in Literature. The lack of English speakers in the Jamaican society has been a controversial issue for many and as such Language Arts is treated very carefully in schools. This situation has appeared so desperate that it needs all the help that can be provided. Literature is the key subject that works hand in hand tremendously with Language Arts. Reading, writing and listening are very important language strands that are automatically developed through the Literature. Students who study both subjects are very like...
Fluent readers are able to identify words in text quickly and accurately with a minimal amount of attention. Research suggests that reading fluency is a essential factor between 4th grade students, but it can also be an significant issue beyond the elementary grades. (Pinnell, et al.1995).Samuels (2006) claimed that the principle of reading fluency is the ability of decoding and comprehending a text at the same time. Blevins (2005) noted that a fluent reader is one who can read fast, identify words spontaneously, and understand expressions correctly. As automaticity develops, the reader can read more rapidly and have extra attention available for meaning (Allington, 2004; LaBerge & Samuels,