This practice helps a teacher expand on his or her knowledge when teaching literacy. Even though teachers all share the same common goal when it comes to teaching literacy, it is the teacher’s beliefs in literacy learning that influence instructional decisions and practices. Teachers may use different methods of teaching literacy to different students within ones classroom based on the needs of his or her students. When teaching literacy through ones beliefs, a teacher finds ways to explore reading and writing in the classroom. This allows students to feel comfortable to grow as independent readers and writers.
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),
(Department of Education, Science, and Training, 2005). Effective reading instruction occurs when a child successfully learns to read fluently, confidently, with full comprehension of meaning and context. A teacher should understand the developmental aspects of how a child learns to read, but also how to engage a modern day child with rich, authentic texts that motivates them and connects to their social backgrounds. An educator should incorporate curriculum and also be open to choose, adapt, and structure approaches using techniques that best fit their teaching styles and situations. Approaching literacy with a balanced approach of both meaning and skill orientated methods, supports a child’s phonological awareness development and comprehension skills, and supports the elements that surround these components.
The qualifications of the participants included “effective teachers’ education... ... middle of paper ... ...r own views impact their reading and writing instruction. I determined that the literacy definition present in this study is reading and writing; reading by decoding words, previewing and repeating new words, and guessing unfamiliar words and writing by focusing on content versus correct spelling, varying the intended audience, and considering elements of presentation. I would recommend this study to any grade level teacher, literacy coach, or curriculum developer. After reading this article, these individuals could reflect on how their own views could be influencing their instruction. Works Cited Poulson, L., Avramidis, E., Fox, R., Medwell, J., & Wray, D. (2001).
Introduction Reading and writing are most essential developmental skills in our lives and it is important that us as teachers play a significant role in teaching learners how to read and write properly. Reading and writing correlate with each other and research has found that when learners read extensively they become better writers. Reading different types of genres helps children to learn text structures and language that they can then transfer to their own writing and it also provides learners with prior knowledge they can use when writing. . There are certain stages that can improve learner’s reading and writing that needs to be followed regularly.
Knowing when and how to use comprehension strategies helps students understand more of what they are reading and enables them in becoming self-regulated in their learning. Good readers, as Konza (2016, p.164), suggests, monitor their understanding as they absorb new information. Drawing on existing knowledge, they ask themselves questions and pull from a repertoire of comprehension strategies when they have difficulties understanding what they are reading. For a teacher to be effective in a balanced literacy to teaching these strategies, they must know exactly what a balanced approach is and be highly competent in their
To tackle this issue, reading interventions should be prepared for students with LD as for them to have equal learning opportunities. These interventions should be designed to deal with two aspect of reading skills: Oral decoding and Reading comprehension. In Watson, Fore & Boon, the authors take in consideration the early problems of early decoding for reading fluency. When teaching beginning readers, oral deco... ... middle of paper ... ...t with LD. Both studies imply observing the students decoding ability with the help of special education teachers.
Children naturally want to learn how to read and write. Literacy programs scaffold the progress of students, as Vygotsky’s zone of proximal development implies. Modelling shows children how to read and write, use different types of text, draw meaning, and at the same time develops listening, and viewing skills. Transition through the stages of reading and writing is very important for students, we need to constantly assess through both formal and informal means, ensuring that children continue to learn. Assessments such as running records for reading assess the level a student is at in terms of reading; some teachers then use these levels to create reading
Both attempted to explain the role of decoding in reading by introducing a simple model where reading equals the product of decoding and comprehension. The Simple View of Reading is now a viable theory of reading (Kirby & Savage, 2008), which is centered around the idea that reading comprehension (RC) comes from developing skills in the areas of decoding (D) plus l... ... middle of paper ... ...at teachers must be very aware of their students reading abilities and to watch the correct development of their reading progress as they advance. Teachers must be informed of ways to provide early reading instruction which will insure that students become strong decoders. Once decoding is understood and strong, the there is no limit to reading comprehension unless the student doesn’t understand or has knowledge of the subject they are reading about and their ability to figure out the information. We should also recognize that learning to read is shaped by a child’s language development, and their knowledge, also by their understanding of word meanings and experience of written language.
Writing practices would allow the learner to effective participate in a specific discourse community of practice. Overall, integrating reading in writing instruction would increase the learner’s opportunity to build his/her academic and professional literacies and enhance the effective participation in a particular community of practice through the mastery of its communication skills. Moreover, writing texts in L2 would enhance the learner’s ability to read critically in order to analyze written text and make inference out of the writer’s intended meaning.