Reading serves a predominant role in society, and is not a concept that can be easily glossed over. As a teacher, there is a crucial role that I will play in how students perceive reading. Since all students do not learn the same way, analyzing and integrating various techniques and theories can help me reach a majority of students. By focusing on comprehension, connections, and continuation of reading outside of the classroom, I hope to encourage my students to invest in reading. Incorporating various methods can help reach all students when teaching the common core standards. One particular method that is extremely beneficial to the students’ learning is mini lessons. Mini lesson are brief periods of instruction that reflect the idea of “I do, we do, you do.” This particular idea includes the teacher demonstrating the concept being taught, with great emphasize on the metacognitive process on how the teacher knows how to do …show more content…
Aesthetic reading pertains to “reading with attention...to what the words refer to, but mainly to what we are experiencing, thinking, and feeling during reading” (445). Looking at reading on a efferent and aesthetic reading can help students better understand what they are reading, why they are reading it, and what they can take from it. Rosenblatt also discusses how reading is not strictly efferent or strictly aesthetic. Instead, reading can be seen as a scale, that both methods are used. I agree with Rosenblatt’s theory. I would say that reading should be looked at for its logical and informative purposes, as well as how it personally impacts the reader. Instilling this train of thought into my students is important. I would desire for my students to learn what they can from a text, but they should also be able to take the knowledge that they learned and see how it impacts
This semester I had the pleasure to be in Mrs. Smith’s kindergarten class at Normal Park Museum Magnet School. For the last four months I was able to observe and do a guided reading lesson. During this time I was able to reflect over what I have learn from Teacher Reading and connect it to what I have seen happen in my classroom during Guided Reading, writing, and reading. During Professional Development School I had the opportunity to see many different reading levels and see how my teacher taught her many different reading levels.
Reading is an important element of a person’s life that is used in our lives on a daily basis for many things whether a person is reading an electric bill or reading a recipe book to help them prepare a meal for dinner. This is why it is necessary to help students learn how to read, as people will need it for many things. There are five building blocks for teaching children to read and they are phonemic awareness, phonics, comprehension, vocabulary, and fluency. It is important that the children you are teaching learn these building blocks because this is what helps them to become successful readers.
Reading comprehension may be the most important skill for any student to acquire and is therefore an area of particular interest to educators. Without adequate comprehension skills, students are limited in their reading, analytical and occupational abilities. To many, including the student’s themselves, comprehension or “good reading” skills begin and end with simple decoding. It is thought that if students can ‘read’ and define the vocabulary they are reading, then they also comprehend what is read. True comprehension goes far beyond decoding, however. True comprehension requires visualization of a text, predicting events in the text, making inferences about the text and clarifying what is not understood about the text in order to lead to higher level thought processes such as personally connecting with the text. Reluctant, beginning or low-skilled readers often do not have the ability to visualize, predict, inference or clarify what they are reading and so they do not truly comprehend what the text is or what it means. Too often, these readers do not understand that “good readers” go through a series of mental processes in order to comprehend the text in ways which the low-level readers never even imagined. As educators, it is our job to show reluctant, beginning or low-skilled readers what these processes are and how they work in an attempt to boost the self-confidence and independence of these readers. One excellent way to set about this is through a strategy called a “Think Aloud”.
Six years ago, I decided to go back to school to obtain my certification in reading because throughout my teaching career, I have always gravitated towards literacy. My inquiry led me to acquire knowledge and strategies to benefit the struggling readers in my classroom. I believe reading is the basic foundation that holds the gap between all subject areas. I was able to help so many students in my classroom.
Students who struggle with reading seem to understand better if the book is read-aloud to them. The teachers make the book more interesting which helps the student comprehend the text better. Teachers ask open ended questions during read aloud. This is important because it helps the students understand why we are reading what we are reading. Also, during read alouds the teacher will introduce new vocabulary or new strategies to help with understanding reading. Modeling by the teacher is the most important piece of read alouds. Students understand more of how a good reader thinks and understand the text the more it is modeled and the only way to be properly modeled is through read alouds.
Each student in a classroom can and very well may have different characteristics, so all students characteristics are different in some way. Some students’ may have characteristics that help them as readers in a classroom and some may have characteristics that hinder them as readers in a classroom. It is vitally important for a teacher to learn the characteristics of each student in order to present reading as something important for all the students in their class.
When students attempt to read new material, whether it is a narrative or textbook related, it is a good idea for them to ask themselves to think about the content of this material. They need to devise a way to take a picture by walking through the text; look at headings and chapter titles, and make predictions about various events or words highlighted. Good readers are active in their reading. They ask questions about new words and concepts, make comparisons, and draw on their prior knowledge to assist them in comprehension. (Duke and Pearson, 2002) Developing good reading comprehension is more than just thinking about how to comprehend. Students must also be taught specific skills that are essential to good comprehension.
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. There are five increments of reading before a student becomes fluent. They have to go through the process of pre reading, reading, responding, exploring, and applying. As the reading process is being taught, it is essential to focus on phonics, phonemic awareness, oral language, vocabulary, comprehension, and fluency. Focusing on those things, helps a reader get to the final stage they need to be at.
but they do need to be skilled readers for many reasons. Likewise, Sofsian (2006) argued that reading helps students keep in touch with modern writers and makes them sensible to universal issues. Hence, Blake (2010) mentioned that reading comprehension is a paramount key to the world. In the reading comprehension domain, there seems abundant evidence that reading strategies improve literal, inferential and critical comprehension (Palincsar and Brown, 1984; Bereiter and Bird, 1985; King and Rosenshine, 1993; Ozgungor and Guthrie, 2004; Fuchs and Fuchs, 20...
Strickland (2005) explained, “Children do need to learn by reading, but what teachers need to do is support them as they read, so they can do what real readers do. This isn’t done through skills and drills, phonics worksheets, or sequencing activities. It’s done through books and talk and listening and thinking” (p. 2). Strickland supported the idea that students need to find purpose in their learning, and when teachers teach through assessment and drill, the students cannot find the meaning or application of their learning.
What are some ways that we can help our students become stronger readers? The level of comprehension depend on the level of reading of the student. Within the process of reading, there are two significant elements: understanding, and learning. Poor readers focus on decoding words and sentences (Wilhelm, 2001). They cannot see the text as a whole and therefore cannot create a larger meaning with all the words in the text (Wilhelm,
When students read or when a teacher reads to a student’s one must understand what is happening in the text. If students are just reading words or listening to a teacher read words, then there is no point of comprehension. Without reading comprehension, students are just reading or listening to words without a meaning. Reading comprehension is a very critical, important indicator that helps builds when a student has to comprehend what they are reading. According to the Reading Rocket website, it was mentioned that good readers utilize techniques to "repair" or "fix-up" their shortage of knowledge (Texas Educational Agency, 2002). Reading is done so that one can learn something from the text. This is why reading comprehension is so important.
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.
Reading is a complex task which incorporates several elements for teachers to effectively teach students to read. Reading is the process of constructing meaning from text and using the student’s prior knowledge and experience to make sense of the context. A balanced approach to reading is the most effective way to teach students to read as it gives student’s the correct learning opportunities to become engaged and passionate readers.
In this chapter, the researcher will discuss the definition of reading as well as the importance and benefits of reading. Reading is vital in the function of today’s society. Without reading, one can be lonely, frustrated and may feel ashamed. Day to day activities are taken for granted and for pupils who do not know how to read and it may be a difficult task.