On October 10th, 2017 at Springhurst Elementary School, I conducted a “Reading Interest Survey” and the “Elementary Reading Attitude Survey.” These surveys were conducted on a 1st grade student, Jax, to determine what his feelings are towards reading in different settings, what genres he prefers to read, and interests. It was found that Jax doesn’t mind reading, but prefers a few different topics. This was evident through his raw score of 30 on recreational reading, and a raw score of 31 on academic reading. I started with the “Elementary Reading Attitude Survey,” in which Jax scored a full scale raw score of 62, showing that he is indifferent to reading. In the recreational reading section, it was found that Jax finds it tolerable reading on rainy days, during school, free time, at home, receiving a book for a present, starting a new book, reading during summer vacation, reading instead of playing, going to the book store, and reading different types of book. In addition, Jax’s attitude toward academic reading was similar to his recreational reading. He is indifferent about teachers asking him about what he reads, reading worksheets, reading during school, …show more content…
It was observed that Jax was compliant during survey questioning, and didn’t have a problem paying attention to the questions. He lights up when talking about books he really enjoys, such as books about wolves, or snakes. Jax retains information about topics he enjoys really well. For instance, he told me some interesting facts about wolves, and knew random facts about different animals. He loves the German culture because his family is from Germany, and visits Germany during the summers. Jax can also understand German spoken in the house. Overall, I was able to gather a lot of insightful information about Jax’s reading attitude to help guide further reading
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
In the essay titled “How Teachers Make Children Hate Reading” written by John Holt and published in Reading for writers in 2013, Mr. Holt discusses why most children aren’t interested in reading. Mr. Holt spent fourteen years as an elementary school teacher. He believed classroom activities destroy a student’s learning ability. Mr. Holt never let his students say what they thought about a book. He wanted his students to look up every word they didn’t know. People can learn difficult words without looking them up in the dictionary.
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.
The DeFord Theoretical Orientation to Reading Profile, developed in 1985 by Diane DeFord, is a way to measure the philosophy and belief systems associated with instructional practices in the beginning of reading. The three systems include phonics, skills, and whole language (Vacca et al 2006). The bottom-up beliefs systems, associated with Behaviorism, place emphasis on letters, letter-sound relationships, and the understanding that the student, in order to comprehend the selection, must recognize each word in a text. There is importance placed on decoding, and skills are taught in a systematic and sequential format.
My parents encouraged me to read all kinds of books, which was something that Rodriguez didn’t have. I grew to love reading, using my imagination as much as I could. Going to the library was always an adventure for me since I could pick out as many books as I wanted. My parents were always active readers, I found myself doing the same. You could never find me without a book nearby. With Rodriguez you can see why he never saw the enjoyment of reading, since his parents only saw it as a necessity, he would think the same. It’s important to have a point of view when reading any book because it helps you better understand what the author is trying to convey. During school my favorite part was when we had silent sustained reading (also known as SSR) for a certain amount of time. I enjoyed being able to have time to be able to read whatever book I was on at the time. From kindergarten to eighth grade we would have quizzes on whatever book you read. Certain books would have a certain number of points assigned to them and you would take a quiz on the computer and depending how many questions you got right determined how many points you received. Everyone was assigned a certain amount of points based on your reading comprehension level and how many books you were able to read for each semester. The size of the book and the material was how the points were assigned. For example the book Flat Stanley by Jeff Brown would only be
"Reading." The Gale Encyclopedia of Childhood and Adolescence. Ed. Jerome Kagan and Susan B. Gall. Online Edition. Detroit: Gale, 2007.
If you had the choice between your phone and a book,you would probably without thinking grab your phone. But what if you knew that reading is crucial to a future. In “Reading for pleasure Is in Painful Decline” by Stephen L. Carter and “Twilight of the books” by Caleb Crain, both authors argue about the state of reading in The United States. Within both passages they give valid points as to why and how the state of reading are negatively affecting the country. Stephen L. Carter represents how the decline in reading for fun is the main concern, while on the other hand, Caleb Crain shows it’s technology and social media that actually are the main contributors.
To understand what Aaron knows and in what areas he may need help, pre-assessments are conducted to determine his instructional need. The areas of literacy are composed of concepts about print, language or vocabulary, word knowledge, reading fluency, reading comprehension, and writing. In addition, a motivation and interest assessment can help determine a child's impel for learning. The pre-assessments conducted to understand Aaron's literacy level in each aspect of literacy are: Ekwall / Shanker, Benchmark, PASS, Learning Progressions rubric, and a reading interest survey. Each pre-assessment helps gather information of Aaron's literacy knowledge.
Cody has demonstrated that he is able to learn. He has picked up many science concepts from listening to stories. According to the psychologist his IQ has been identified in the low average range. Books appear to be natural reinforces for Cody. He would enjoy being able to read to himself. It is f...
(2007) recorded participants’ responses to a reading motivation interview to prove that students who were highly interested in reading indicated positive affect towards books, preferences in reading, and utilized statements of pleasure for reading. They were even able to recall, describe clearly, and elaborate the books they read before. The least interested participants, on the other hand, disclosed the absence of reading interest to the interviewees as they said that they did not have favourite books or authors, and that they prioritized some other different activities over reading. The results of this study suggested that high interest in reading embraces positive affects towards reading, high comprehension, well recall of information, and organization of information in memory. In encompassing divergent findings, Taboada et al. (2009) presumed that interest positively correlates with cognitive
"A Study of Reading Habits," is Philip Larkin’s poetic warning that escapism and ignoring reality only makes real life less fulfilling. Larkin develops this idea via a narrator who prefers to escape from life rather than deal with it, as well as through changing use of language and subtle irony. Larkin’s most direct expression of his warning comes through the narrator’s experience with escapism through books. The narrator reveals his changing attitudes toward books in three stanzas, representing three stages in his life: childhood, adolescence, and adulthood. As a child, reading as an escape enabled the narrator to feel better about "most things short of school" (line 2). As an adolescent, books continued to be a form of escape for him, this time for his unfulfilled sexual desires. However, as an adult "now," the narrator embodies Larkin's warning. He is bitter and resentful that life is less glamorous than books, now only able to relate to the secondary, less important characters. The method he once used to escape now makes reality painfully obvious.
Wehby, J. H., Lunsford, L. B., & Phy, E. (2004). Comparing the reading profiles of students with concomitant behavior and reading problems to a normally achieving, reading-matched sample. Manuscript in preparation.
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.
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
One of the perennial challenges school librarians is creating male readers, regardless of age or school setting. However, in today’s increasingly fast-paced society, it is particularly hard to reach adolescent males with the gospel of reading. Many of them have been scarred by years of painful reading experiences in school, weakened by little to no exposure to print and meaningful literary experiences outside of it, and a distracted by a plethora of extracurricular activities and entertainment alternatives that knock recreational reading several notches down their priority lists. While no social, racial, or ethnic class is exempt from this issue, and good readers can be found all over the socioeconomic and ethnographic spectrums, the struggle