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Components of Literacy Development
Phonemic Awareness: The knowledge and ability to manipulate sounds with the spoken words.
Phonics: Identification of the relationship between written words and spoken letters and sounds.
Reading Fluency: The ability to read written text with accuracy, appropriate rate, expression and phrasing .
Vocabulary Development: The knowledge and understanding of words, definitions of the word, and correct context of the word.
Reading Comprehension: The understanding of the meaning in written text.
Talk With and Listen to Your Child
Find ways for your child to join in conversations and ask questions
What is their opinion?
What are their feelings about it or how do they feel about it?
Tell stories and have them participate
How would they end the story?
What is their opinion about the story?
Where do they think it takes place (time, location)?
How did they feel about the story?
What do think will happen or happen next?
Talk to your child about many different events, ideas and stories.
Reading Basics
The single most effective way to help a child become a proficient reader is by reading together.
It develops vocabulary comprehension and gain knowledge that allows them to understand other books and stories later on.
They are more likely to want to learn to read on their own if they enjoy being read to.
It introduces them to words that they do not hear in daily conversation.
How to Help Your Child Become a Better Reader
Make reading fun! Vary reading activities (play games, read together, put on a play).
Make sure your child is reading at least 30 minutes a day.
Have them read independently (by themselves).
You can read to them or take turns reading with them.
Have them read to a stuffed animals or a s...
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... Library
Websites: http://www.scholastic.com/parents www.readwritethink.org www.readingrockets.org http://www.pbs,org/parents/education/read www2.ed.gov/parents www2.ed.gov/pubs/startearly/ch_1.html www.nickjr.com www.tumblebooks.com
Questions?
References
National Education Association (2013). NEA - NEA Home. Retrieved September 4, 2013, from http://www.nea.org/
National PTA (2012, September). Parents' Guide to Student Success. Retrieved September 6, 2013, from http://pta.org/files/2012_NPTA_PG-4thGrade.pdf
Tompkins, G. E. (2010). Becoming an Effective Teacher of Reading. In Literacy for the 21st century: A balanced approach (5th ed.). Boston, Mass: Allyn & Bacon
U.S. Department of Education (2013). 25 Activities for Reading and Writing Fun | Reading Topics A-Z | Reading Rockets. Retrieved September 6, 2013, from http://www.readingrockets.org/article/392/#grade
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
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.
When children are taught to read at an earlier age, their emotional and mental development is positively impacted. The exposure of literature to young children helps them become smarter and allows them to understand more about the world. They learn simple yet valuable lessons that allow them to make wiser decisions and display better behavior around others. Psychologist Raymond Mar held a study in 2010 on children who read books when they are younger. Mar’s results showed that reading boosted their “theory of mind” and understanding of people’s feelings. This shows that children can benefit when properly taught to read books at a younger age. It also aids children in school and increases their intellectual engagement. Kids can develop the skills to question the emotional and mental aspects of books when they start reading at a younger age. Overall, children can be greatly influenced when they read at a younger age and their mental and emotional development is affected by the positive impact of
“The importance of reading to children is their ability to grasp abstract concepts, apply logic in various scenarios recognize cause and effect, and utilize judgement.” (Stan, n.d.) Reading helps with concentration and discipline. Which not only helps them in school but allows them to make better choices in everyday situations. Pie Corbett did his own research and discovered that “children were at risk of being left behind at school and failing to develop the creative talents needed to lead happy and productive lives.” If parents were told this, they might make better parental
The teaching of reading has gone through numerous transformations and controversy continues over what is the best reading instruction. However, there is overwhelming evidence that the use of authentic literature and time for children to read, discuss what they have read and hear fluent readers, are critical to success.
Reading Mastery is targeted for grades K through 5, focusing on phonemic awareness, phonics and word analysis, fluency, vo...
Why do children who are read to at an early age have an advantage over does who are not?
Literacy is the understanding of reading and writing. People develop this skill by learning the language and be able speak, read, write, understand. This is important because people need to be able to communicate and understand reading the text. People learn their language when they were about 2 years old. They will learn it from their family and parents. After they know how to communicate with their family, they learn how to read and write. The grammar skill develop by the time and how much they use the English language. People learn the language by reading and understand the concept. People also need to know how to write and be able to make other people to understand their text, this mean literacy skill. You learn this by know the strategy of writing and understand the text when you read something. The more you read and write, you improve the literacy skill.
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.
Reading more can be an interesting way to enhance a child’s reading and writing skills.
One of the most often over looked yet essential part of literacy development is developing a child’s speaking and listening skills. If a child has a very limited vocabulary it will be harder for him or her to express what happened in a story. Being able to hear the play on words in rhyming a book, or noticing the subtle differences in word choice can change how a book is enjoyed.
...that it has created between my grandmother and me. This is a bond that can never be broken or taken away from. It is the same bond that I want my children and grandchildren to feel as well as experience and perhaps pass on throughout generations to come. Reading to a child is one of the most fundamental skills that a parent or loved one can offer a child. It can help to expand a child’s mind and give children the drive to want to read. However, the values of today’s youths are often lost because of the lack of quality time that a parent spends with their children. Reading is one of the most incomparable ways to bond and spend that quality time with them. Our ambitions as parents should be to structure our children to become confident and goal-orientated citizens. That is what I have experienced as a result of my grandmother reading to me as I grew up.
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission
The authenticity of Interactive Reading is clear and therefore leads us to explore HOW we, as teachers, incorporate this strategy in our teaching most effectively. Fisher, Flood, Lapp, and Frey's study on "read-aloud practices" provides an excellent, research based framework for the implementation of Interactive Reading based on their observations of teachers in classrooms. Their 7 "essential components of an interactive read-aloud" is a practical guide of using this strategy and can be implimented with all children. These components provide a structure that allows us to teach ALL children (inherently allowing differentiation) while attending to common core state standards. Use of this strategy attends to the understanding of language and literacy development while providing for specific skill instruction in reading and writing.