Reading is not only a significant part of every lesson in schools, it also plays a huge role outside of the classroom. Accordingly, all schools have a reading policy and there are many benefits of one being used. This involves teachers adopting a whole school approach which can be utilised to support children in becoming independent learners in Literacy and aiding children to make progress in both Key Stages. Kanolik and Turker (2011) suggest that schools should initiate whole school reading, which should involve all members of staff including the head teacher. The initiation of this approach can be underpinned through whole school commitment and dedication of members of staff (Kanolik and Turker, 2011). This can lead to the “development of sustainable reading culture within schools” (National Union for Teachers NUT, 2016). This is of importance as the reading policy …show more content…
Grainger, Goouch and Lambirth (Grainger et al., 2005) suggest that phonological skills can be taught using traditional stories and storytelling which helps to develop children’s grapheme – phoneme correspondence. The two main principles of the SVR are ‘word recognition’ and ‘language comprehension’ which are considered in many primary schools and Early Years settings (Brien, 2012; Fisher, Brooks and Lewis, 2002; Lockwood, 2008; Medwell, 2014). This is of significance because the reading policy outlines that tricky words which are categorised as ‘red words’ are slowly introduced to children to learn. The importance of ‘word recognition and language comprehension’ is recognised in the National Curriculum (2014) and in the SVR because children should be supported as much as possible to make sufficient progress. Another reason for this is, teachers are responsible and “accountable for pupils’ attainment, progress and outcomes” (second Teaching Standard, DfE,
...dren developing early reading. As the guidance which comes with the Primary National Strategy framework states, schools “put in place a systematic, discrete programme as the key means for teaching high-quality phonic work” (DfES & PNS, 2006, p. 7). By teaching children to decode it helps them to develop their early reading and sets them up with skills to tackle almost any unknown word. There are many programmes which school choose to follow such as the government provided ‘Letters and Sounds’ or other schemes such as ‘Jolly Phonics’ or ‘Read Write Inc.’. Though there are many different companies’ schools can choose to follow the breakdown of how phonics should be taught is the same in all: phonics should prepare children to be able to decode any word they come across and teach itself in a multisensory way, one that interests the children and helps them to learn.
Living in the Southern United States during eighteenth century was a difficult time for African-Americans. Majority of them were slaves who received manipulation, sexual abuse and brutally whips to the spin. They were treated this way in order to stop them from gaining hope, knowledge and understanding of the world. Some African Americans managed to obtain these qualities from books and use them to escape from slavery. Frederick Douglass, an abolitionist who wrote an autobiography, from which the excerpt "Learning to Read and Write" explains how he developed literacy. In the excerpt, an African American slave banned from learning to read and write, breaks the law in an attempt to free his mind from the restricted beliefs of his master. One significant idea portrayed from Douglass's ordeal is that reading and writing is a vital skill that benefits humanity.
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
Improving Literacy in the Primary School. London: Routledge. - Journals Literacy and Learning September/October 2001 Teaching and Learning April/ May 2003 - Government Documents Office for Standards in Education (2003) The National Literacy and Numeracy Strategies and the Primary School.
“Phenomenologically, Donny and Timmy were not growing up in a literate environment. Although they lived in a home situation in a city situated in a country that contained many forms and functions for print, they did not experience it. They did not notice it around them; they did not understand its uses. Their world functioned without written language” (Purcell-Gates, 1997, p. 58).
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
It seems that in a haste to prepare students for a reading test, administration and teachers alike have forgotten that reading achievement is correlated to time spent reading (Samuels & Farstrup, 2011). Both teachers also neglected the fact that there was a key component missing from both a reading center and reading at home: teacher support. Although in the 2nd grade classroom there was some teacher guidance in book selection there was no time set aside for teacher and student to sit together and discuss reading strategies or the book as a whole, important aspects of successful independent reading (Samuels & Fastrup, 2011, Miller & Moss, 2013). In the book No More Independent Reading Without Support Miller and Moss give 7 practices that are critical for effective independent reading including “students need explicit instruction about what, why and how readers read… students need access to texts… students need teacher monitoring, assessment and ongoing support (2013, p. 19, 27, 30). Each of these components was missing in some way from both of these classrooms.
In the world america ranks as number 22 in literacy(http://www.indexmundi.com/g/r.aspx?c=us&v=39). According to (http://www.merriam-webster.com/dictionary/literacy) literacy is the ability to read and write. While most of the people in america are literate they vary according to how literate they are. What is elementary to us may be surprisingly difficult to someone else. In America although the literacy rate is 99%(http://www.reference.com/motif/society/literacy-rate-in-america) 3,109,120 people in America or 1% of the population is unable to read and write. Texas itself has 3 out of 5 of the least literate cities in America! No wonder people think being from texas makes you stupid. (http://time.com/9549/the-5-least-literate-cities-in-america/). Out of 75 cities Corpus ranks number 74 in literacy. That means that we are next to last not second place. According to Wall Street Corpus is almost the most illiterate in America.
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.
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,
Findings from the research evidence indicate that all students learn best when teachers adopt an integrated approach to reading that explicitly teaches phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension.” (Rowe, 2005, p. 3). Letters and Sounds are recognised as the ‘Foundation view of reading’ which is based on ‘word recognition’ and ‘language comprehension’. Both are considered to be essential to encouraging the children’s fluent
These skills are an important core separating normal and disabled readers. According to Hill (2006, p.134), phonemic awareness is a skill that focus’ on the small units of sound that affect meaning in words. For example, the following phoneme has three syllables, /c/, /a/ and /n/. These letters make three different small units of sound that can impact the meaning of words. Seely Flint, Kitson and Lowe (2014, p. 191), note that even the Australian Curriculum recognises the importance of phonemic awareness in the Foundation year, due to the ‘sound and knowledge’ sub-strand. This sub strand recognises syllables, rhymes and sound (phonemes) in spoken language. Rich discussions about topics of interest to children as well as putting attention to the sounds of language can help encourage phonemic awareness as well as improve students vocabulary and comprehension development. It is important to make awareness of phonemes engaging and interesting in preschool and in the early years so children can learn these skills early and become successful
Reading to children can teach them skills they’ll need throughout their entire life. Reading aloud not only enhances their skills, it also affects how the their school life is. Being read to regularly is important to maintain the skills that the child learns, the earlier a child is being read to, the more skills they acquire. Parents will benefit from reading also, it creates a bond with their child that last a lifetime. Reading aloud will introduce children to books and reading so they can eventually do it on their own. Reading to children can improve many aspects of their life.