Critique of Literature
Article Selection
Through ample research of peer-reviewed journal articles in relation to motivating struggling readers to read, I came across common themes and different strategies/approaches that interested me. These commonalities in numerous articles lead me to a particular direction in my reading expedition towards learning and expanding my knowledge about my focus topic. I carefully selected four journal articles to critically investigate in response to my questions regarding my own professional practice. The four journals are as follows:
1. Putman, M. & Walker, C. (2010). Motivating children to read and write: using informal learning environments as contexts for literacy instruction. Journal Of Research In Childhood Education, 24 (2), pp. 140--151.
This article explores how motivation can be pursued through the use of literacy experiences in non-traditional contexts (informal learning environments) as they provide authentic opportunities for literacy engagement through a variety of integrated instructional experiences. Situational interests, choice, goals, emotions and personal competency beliefs were proven to impact motivation towards students reading. Qualitative research was addressed by examining tutor reflections of students to determine themes regarding children’s motivation, as well as quantitative research that included the computation of descriptive statistics and paired samples on a total score of motivation. The crucial key from this article was that educational experiences in informal learning environments could increase children’s reading motivation (Putman & Walker, 2010).
2. Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A. & Barbosa, P. (2006). Influ...
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Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006). Research for educators. Cengage Learning Australia.
Marinak, B. A. & Gambrell, L. B. (2008). Intrinsic motivation and rewards: what sustains young children's engagement with text?. Literacy Research And Instruction, 47 (1), pp. 9--26.
NSW, Department Of Eductaion And Training (2003). [online] Retrieved from: http://www.newcastle.edu.au/Resources/Schools/Education/Pedagogy/2006/SummaryofQuality-JanPoona.pdf [Accessed: 12 Mar 2014].
Putman, M. & Walker, C. (2010). Motivating children to read and write: using informal learning environments as contexts for literacy instruction. Journal Of Research In Childhood Education, 24 (2), pp. 140--151.
Young, C. & Rasinski, T. (2009). Implementing readers theatre as an approach to classroom fluency instruction. The Reading Teacher, 63 (1), pp. 4--13.
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.
Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & L. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. (pp. 203-216).Marrickville, NSW: Elsevier.
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
Turner, J., & Paris, S. G. (1995). How literacy tasks influence children�s motivation for literacy. The Reading Teacher, 48(8), 662‑673. Available October 17, 2002, from Professional Database Collection database: http://search.epnet.com/
In doing so I had chosen two activities based on the learning domain literacy, the first resource exposes the child to blocks and the second was an alphabetic sensory table, both of theses resources provided the basic understanding of how literacy can develop from play based learning. Blocks can be placed in any part of the early childhood setting either indoors or outdoor play spaces, however the sensory table can be used in any indoor play space area. As educators we all know that the first few years of any child’s life is essential to their learning, development and growth, and with theses activities we can give new meaning to the interactions young children have towards language, communication and their
Slavin, R. E., Lake, C., Davis, S., & Maden, N. A. (2012). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Best Evidence Encyclopedia.
Cape Town Reed, Yvonne. (2006). From Feedback to Fast Forward, a talk given at the Assessment for Learning Conference in May 2006. Sherman, Jessica. (1996).
When I was younger, I didn’t like reading much at all. I always questioned my teachers what was the purpose of reading; I never got an answer from either teacher until I was in the seventh grade. Starting junior high school was different from elementary. In seventh grade, we were in our reading class for two hours a day. I asked the teachers why didn’t we have the privilege to stay in our other classes for two hours; I never received an answer from my teachers.
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
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.
Finally, parents are encouraged to read with their children at home which not only promotes literacy development with the children getting the adequate encouragement and support they need to read and learn from their parents, but also help in the children’s social and emotional development and achieve “more resilience to stress, greater life satisfaction, greater self-direction and self-control, greater social adjustment, greater mental health, more supportive relationships, greater social competence, more positive peer relations, more tolerance, more successful marriages, and fewer delinquent behaviors” (Desforges and Abouchaar, 2003).
Wadden, M., & Fagan, B. (n.d.). Literacy development: A community perspective. Retrieved from Memorial University website: http://www.mun.ca/educ/faculty/mwatch/fall01/wadden-fagan.htm
Vukelich, C, Christie, J & Enz, B 2002, Helping Young Children Learn Language and Literacy, Allyn & Bacon, Bosten MA.
Boushey, G., & Moser, J. (2006). The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland: Stenhouse Publishers.