As a child my opportunity and the development of my reading skills was roughly simple but rather unique. Unlike other children,my life in the educational field started before I was enrolled into the school system. My parents taught me much about the alphabet,punctuation and other subjects. Being more intelligent I did not go to Preschool but rather enrolled straight to Kindergarten. I remember not fitting in well with the other insensible children but I made due as I do now. The instructors associated with my education at the time were not very good. In fact I was never taught how to write properly. Thus making me as a child create my own way which I still use to this day. Luckily I was able to create a way that I consider efficient and …show more content…
I would have to say if I had to do it all over I would not make it back through the grade I am currently in. My experience was a brutal one due to having little to no educational help in the academic subjects which we were learning. Much of the instructors to my opinion were not good at their job or just not making good efforts to educate the children in an efficient way. In English I mainly struggled with writing cursive and punctuation. Within the first five years of my educational career I did not really struggle in the main core subjects. I remember worrying especially trying to get homework done as soon as possible and making good grades on every quiz or test. The pressure of being successful is as substantial as it is now within high school. I don't believe putting a child through the pressure of creating a decent steady life for him to use and endure when he is older. It leads them to have the inability to enjoy their life and their inability to experience different things. Back in my earlier grades the teachers would always tell me to read fifteen minutes every night and increase by 15 and up. As any kid would I denied and only read occasionally. It surprises me in the strongest way considering that my intellect and the ability to read is well as I do has come to this point in intelligence. Having a young perception I considered it much useless and just 15 minutes away from playing video
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.
My literacy journey commenced at a young age. My story begins with the typical bed time stories and slowly progresses into complex novels. Some points in my literacy journey have made me admire the written word but other times literacy frustrated me. These ups and downs within my story have made me the person I am today. My parents noticed that my reading was not up to par with other children in kindergarten and I was diagnosed with mild dyslexia at the age of five. My parents provided me a reading mentor named Mrs. Mandeville who has shaped my literacy journey in many ways. Events in my childhood have shaped my literacy in various ways.
Without much thought, authors use brilliant techniques in order to portray the images and stories that they wish to tell. The novel, How to Read Literature Like a Professor, by Thomas C Foster, helps readers discover the hidden truths among literature and the brilliant techniques that the authors use as well as learn how to add innovative concepts into their writing in order to portray exactly what they are trying to say. It is evident that in A Thousand Splendid Suns the author, Khaled Hosseini, unconsciously uses some of the brilliant concepts that Foster addresses in his book. Khaled Hosseini, the accomplished author, habitually uses the concepts by Thomas C Foster in How to Read Literature Like a Professor, therefore making Hosseini an iconic author.
Throughout my childhood I was never very good at reading. It was something I always struggled with and I grew to not like reading because of this. As a child my mom and dad would read books to me before I went to bed and I always enjoyed looking at the pictures and listening. Then, as I got older my mom would have me begin to read with her out loud. I did not like this because I was not a good reader and I would get so frustrated. During this time I would struggle greatly with reading the pages fluently, I also would mix up some of the letters at times. I also struggled with comprehension, as I got older. My mom would make me read the Junie B. Jones books by myself and then I would have to tell her what happened. Most
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
Children are entered into Reading Recovery at a critical time in their school careers (age six or during first
As I reflect on my childhood the first memory of literacy I recall is when I was in kindergarten. I was approaching the end of the school year when my mother reveled to me my teacher was considering keeping me in kindergarten for another year. I was extremely upset and felt as if I had failed my first year of school. I was fresh out of the gate and already defective. My perception as a child was that the adults were already giving up on me. The teacher stated if I could learn the alphabet by the end of the school year I could continue ahead to the 1st grade. The conclusion of Kindergarten was vastly approaching. My mother constructed flash cards to help with my letter recognition. In doing so, she realized I could not see the letters.
My first experience to literacy came as a young adult. I have always been reluctant with my education, because of the family problems I experienced growing up. The harsh treatment our family received growing up made it very difficult to study in school, my body was physically in class but my mind was not. The trials and tribulations I went through growing up as a kid continued throughout my teenage years. Dropping out of high school I believe brought upon literacy difficulty. At the age of twenty-three, I finally had enough of feeling undereducated. Living in my mother’s basement with no job and an 8th grade education, the walls started to close in on me as my frustration became greater by the minute.
"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.
he struck at them with a pen so sharp and so precise that his paper
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.
Being able to analyze literature is a skill that I am very proud of. It has helped me with my ability to read into other’s thoughts as well as organize my own anytime I am unsure of something. Sharing my personal thoughts and expressing my own emotions has always been a challenge. Deciphering various pieces of literature and explaining what I think about them is an outlet for me in that sense, because I can take what I think and share my thoughts with others around me. Over time, I have learned to embrace this ability, and it has benefitted me immensely.
As young girl I growing up I do not remember my parents or brother reading just for the enjoyment. The only parent I would ever see reading anything was my father and usually that would be the bible because he would have a lesson to teach at church. My mother till this day I have yet to see her read a book period. Do not get me wrong my mother does know how to read but does not find it enjoying at all therefore if it not a necessity she refuses to do it. And there is my brother, who I would see reading but that was only because he had a book report to complete.
I remember that, when being taught to read I already knew more words than I had realized. Watching my dad’s finger skim under the words as he read them had helped me subconsciously learn those words. I learned to read and write at a much more accelerated pace than my peers. I felt impatient with those who lagged behind, not realizing that not everyone had been given the same advantages as me. The moment I started to read on my own, my great aunt, a retired kindergarten teacher, would send me a box of books she had used in her classroom every year for my birthday. Throughout elementary school, when I received the box, I would bring it up to my room and practice reading all the books on my own. Being able to read on my own opened the door to a world I hadn’t been able to reach without help