One way to pass on specific reading skills is through guided reading groups. This learning activity gives students the opportunity to develop their comprehension, reading fluency, and word recognition, while also providing an effective method of differentiating the curriculum to suit various student reading abilities (Bayetto, 2013). Guided reading programs are not only useful for improving students’ reading abilities, but will also provide useful data for teachers when planning class programs. It needs to be emphasised that running effective guided reading groups is a complex process which requires strong teacher scaffolding and prior knowledge and consideration of students’ abilities (Department for Education and Child Development (DECD),
Methods Observation Research over a one, two hour period and interview, will be the main methods this research will be conducted. Observation research will allow field notes to be developed which will give an understanding into the methods used by teachers to teach reading effectively in a primary school setting. It will also help me become a better teacher to primary school students on the topic of reading as I will have a deeper understanding. The reason for the selection of the methods is, they will allow validity and reliability for past arguments on how to teach reading effectively and the professional development done by teachers to enhance student’s reading skills. I will use qualitative research to develop a deeper understanding into why reading is so important and to learn the skills primary school students develop.
Alexander and Fox (2008) explained that processing and reading skills can “be systematically practiced and reinforced until the behavior is skillfully executed” (pp. 14). I think that there are many processing and reading skills that can be taught like this. There are many evidence-based practices like System of Least Prompts and Constant Time Delay that can teach students how to read, because their teacher is modeling, prompting, and reinforcing them as they make progress. The behaviorist theory has many ideas that I will use in my class, because I believe that children with disabilities do better when the material is modeled, when they are prompted from least to greatest, and when they are reinforced.
Students will then tell me their sentences and I will write it word for word on the board. Once we have completed our sentences I would go through and read each sentence slowly and break down words ... ... middle of paper ... ...odels fit into my preference of the interactive reading model. The students need to learn literacy at the correct developmental level. In order to keep scaffolding with the interactive reading model you have to find what their reading readiness level is and set the correct scope and sequence of skills. Teachers also need to be aware that there has to be progress, and that certain students learn differently.
Hacker (2004) pointed out that one important strategy that is central to improving students’ reading comprehension is students’ ability to monitor their own comprehension. This concept is carried out by students identifying and resolving their own errors in reading. Students need to be able to decide whether or not what they have read makes sense. If not, they need to realize that they have encountered an error and begin problem solving as to what needs to be reread. This skill is especially important as students get older and begin reading an increasing volume of text independently.
This taught students how to remember what they read so that they were able to re-tell their favorite stories to other people. I created this comprehension unit using different lessons to help teach different comprehension skills to the students. This unit also incorporates technology to help teach comprehension to students. I believe that teaching students how to read along with how to remember what they read is just as important as math and science. Why I Chose This Project The reason that I chose this project is because I believe that reading is the most important thing that a student can learn in school.
I would encourage parents to communicate with their students using their journals. They can write entries back and forth to each other to communicate. The student could even draw a secret message to their parents and have their parent try and figure out sentences that correlates to the picture. I would also like to send home storybooks for the parents to read to their children. These storybooks would come with an activity sheet that the student would need to complete.
In Carr (1991), the author illustrates reading comprehension strategies to benefit students with LD. Putting these strategies together, an effective reading intervention can be formulated that can help the learning disabled children. Teaching reading skill to students with LD may appear to be a difficult task. If these students' varying needs and the learning conditions of a crowded public school convene, then we can observe them left behind in the integrated classrooms. To tackle this issue, reading interventions should be prepared for students with LD as for them to have equal learning opportunities.
It’s hard to come up with a lesson that will help all your student and address their specific needs. In conclusion, there are some methods that the article stated that I would use in my future classroom. Honestly, probably would have to try different methods and see which one works best for students. Making sure that every student learn the alphabet and letter sounds and to learn how to apply this skills to their writing and reading.
As a future elementary school teacher, I would like to teach my students how to respect and understand people who come from different backgrounds, cultures, ethnicities, and people with special needs. Children need to be made aware of differences in people that way they can become more tolerant and understanding. Over the past semester we have learned about a lot of different philosophers that all have different ideas relating to teaching children and people in general. Matthew Lipman is the founder of Philosophy for Children, a program many teachers have implemented into their classrooms that teaches children critical thinking and reasoning skills. Critical thinking and reasoning skills are important tools that children must learn.