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.
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.
According to Tierney, R.J. (1990), “Comprehension is a creative, multifaceted thinking process in which students engage with the text” (p. 253). Comprehension is the most important goal of reading. This is the main reason people read, because they want to know the meaning of a story, a meaning of a sentence, or the text that they are reading. Teachers may use multiple strategies for students to comprehend when students are reading. For instance, teachers may activate background knowledge, connect readers with text, determine importance, etc (Harvey, S. & Goudvis, A.
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.
Basic Concept of Reading Dadzie (2008 cited in Owusu & Acheaw, 2014) states reading is the ability to understand words that help students’ knowledge growth and develop. In addition, Weaver (2009) states that reading is a process to determine students’ brain, emotion and belief bring to get knowledge or information. From both of statements, it can be assumed that reading is an activity to understand text that determines students’ ability, intelligence to get or gain information of what they read. Likewise, following Cline, Johansen & King (2006) reading is decoding and understanding written texts. Decoding means how the students translate the text in order to understand the information from text.
Listening to and talking about literature enhances both processes. Children learn to think, to question, to reflect on what they write, read, and listen to in a classroom that allots a significant amount of time to the interaction and practice of these skills. Children make choices as to what to read, what to write, and how to approach a task. These children who make their own decisions take ownership of their learning and are better able to make meaning within their world. Teacher responses play a critical part in this environment by asking questions to stimulate thinking, and children become adept at generating their own questions and seeking answers.
They feel that students should select material that has meaning to them and that they will enjoy. Teachers who use the top down model encourage their students to engage in activities where they are able to speak, write and read to develop the skills they need in order to read. This method implies that a teacher believes the students will be able to read the words on the page by using context clues to help figure out words he or she may not be familiar with.
A teacher 's role is to model how to predict for students by looking and noting the title, author, cover illustrations (if using a book), and illustrations or graphics within the text. It is important to model for students how to use clues from the text to make predictions as well (Glass, C., and V. Zygouris-Coe.
We must try to help them learn effective time management techniques (by encouraging them to keep on task during in-class workshops and by helping them break down large assignments into manageable pieces), and we must attempt to present issues in a meaningful way. How can we present information in a meaningful way? First we must carefully consider the various ways in which our students receive and process information. Learning modes are often broken down into four categories: visual, auditory, tactile, and reading/writingâ€”titles which represent the different processes through which learners internalize new information. Visual learners, for example, respond best to information that they can see (such as graphics, pictures, and demonstrations) while auditory learners comprehend information best when it is spoken out loud.
It would be more overall goal to model a positive attitude and atmosphere towards reading. I would spend time teaching students how everything we do involves reading in some way. From reading instructions on tests, to solving math problems, driving, cooking to using a computer, I would show students the importance that words and reading have on our world. I will incorporate effective reading strategies and arm students with all the tools they need to be great readers. I would work to show students that reading starts with learning letters and sounds but involves