Teaching Students how to read Learning to read is an on going process. Aesthetic and Efferent reading are the two types of reading a student can do. Aesthetic reading is when people read for their own enjoyment and to make their own visuals and interpretations in their head. Efferent reading is when students read for a specific purpose, for example finding the answer to a test in their textbook. With both types of reading, there are many steps a student has to be made aware of as they are learning.
I play the audio program and ask: “What are the man and woman looking for?". Then, I elicit the answers (the answers are "car key" and "a wallet"). Now, I want the students to open their books and I focus the students’ attention on the picture in the book. I play the audio program again and I want the students to listen and read silently. When the audio program finish, I ask the class: "Who has the car key and the wallet?"
Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990).
Myself as a learner Three things that were learned experiences were how to drive a standard shift car, how to manage my home, and how to use the present school portal to do my assignments. These are three very different skills that I have learned throughout my life- time thus far. Now driving in itself can be a difficult task to learn. There are some things that you need to keep in mind. First, I needed to learn how to operate a vehicle.
As well that students should be taught both, their letter sounds and their names and how to apply this skill while reading and writing. One method that was discussed in the article that teacher use in their classroom is the letters of the –week approach. “Teacher provides children with practice in recognizing, forming and making the sound correspondence of a single letter thought out the week.” ( ) Research have shown the only problem with this is that some letter student will already know and wouldn’t need so much practice unlike other letter they might need a longer time to learn them. Usually letter that involves their first name they would recognize right away. Other letters that students don’t usually use it will be harder for them to recogn... ... middle of paper ... ... which was using the letter of the week approach.
What Does American Education Need? For over four decades, the public education establishment has delivered one educational disaster after another. "Solution" after "solution" they have offered have fallen far short of promises. The education establishment's perennial answer to our education problems is increased education expenditures. Educational expenditures have skyrocketed (more than doubling every 20 years since 1960) and yet Scholastic Aptitude Test (SAT) scores plummet.
Phonics and Whole language methods Phonics is a technique that teaches beginning readers to associate a particular sound with each letter of the alphabet or letter combination (Unger, 1996). Students receive explicit instruction in the mechanics of reading before they begin the actual process. Once students know what sounds correspond with each letter or letter combination, they move on to sounding out words. The English language has only about forty-four sounds, so when students begin to read, they move along in strict order so that he or she only sees words whose letter sounds they have already learned (Flesch, 1983). An example from Rudolf Flesch‘s book Why Johnny Still Can‘t Read is that students would have learned the sounds of n, d, m, p, short a, and short I before trying to read the sentence: “Ann and Dan pin up the map,” (1983).
I practiced turning left and right correctly, as well as how to accelerate and stop smoothly on public roads. I was told by many that having a car wasn’t only about driving it, it was also about knowing how to keep it clean and knowing how to make sure every aspect of the car was running well. The hard part of learning how to drive was memorizing all the rules, such as the meaning of the lines and signs on the road. Every day spent practicing was a day closer to turning eighteen. On the day of my birthday I made my DMV appointment to take my “Behind-the-Wheel” test.
Thus, in order to smoothly pass the driving test, novice drivers should read the Driver’s Handbook, calm the jittery nerves, and observe the traffic conditions. The first step is to understand the information of the Driver’s Handbook well before the driving test. First of all, novice drivers should be familiar with the basic knowledge about a car, such as brake control and arm signals. Because these items will be observed by an examiner at the beginning of the driving test, the examinee will have a good start if they adequately prepare. Also, the Driver’s Handbook contains lots of road signs, which student drivers must keep in mind because that can prompt novice drivers to drive more smoothly since those signs alert them to what they are going to meet.
Suggestions regarding measures that can be implemented to help students in learning to read include: providing print-rich environment, teaching letter-sound correspondence, encouraging children to write down their experiences and then asking them to read the same, for first generation learners, reading supplementary... ... middle of paper ... ...d phonics method for teaching how to read. The phonics method prepares the children to spell and pronounce limitless words correctly thus allowing them to read texts of varying levels. The whole language approach enables them to make meaning of texts without having to memorize a limited vocabulary. Students who undergo such a process of learning to read are able to read fluently and comprehend texts. This methodology is eclectic also in the sense that it focuses on children’s efforts to make meaning and not on their errors.