For this variety of reasons, these collaborative reading interventions, collaborative strategic readings, and reciprocal teaching can help teachers identify children’s specific reading problems, but it is important to realize that struggling with vital reading skills in not a sign of low intelligence. Collaborative Reading Interventions In journal articles, there are reading strategies that would help many children bet... ... middle of paper ... ...ities. It also provides verifiable evidence that supports my points that contribute in helping children to gain reading comprehension in order to resolve reading difficulties at school and at home as well. Having proficient reading skills is critical to success. When students are not able to be competent readers, they are at risk for academic, behavioral, social, and emotional difficulties.
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),
Self-monitoring skills is when a student is able to refocus their attention back on the text at hand. In doing this they are more likely to understand and comprehend with they are reading. Engagement in reading is important to students because if the information placed in front of them is not of interest to them they ... ... middle of paper ... ...ding development for teachers to have effective reading comprehension result. There should be an assortment of instructional delivery systems to assist teachers in developing their skills to successfully teach comprehension to students. They can different way of training for instance field-based experiences, video-based cases, demonstration teaching, and microteaching to help teachers acquire the knowledge and skills that are needed.
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.
Literacy coaches also develop curriculum, present valuable professional development to teachers, model lessons and supply material and feedback. Teaching the provided lessons and u... ... middle of paper ... ...with them before they are able to understand the meaning of sentences or other bodies of text. Teachers who believe in the bottom up method also feel that students must obtain other prerequisites such as mastering letter-sound relationships and word identification in order to comprehend any meaning. Where as teachers who believe in the top down method feel that reading for meaning is most important. They feel that students should select material that has meaning to them and that they will enjoy.
It’s very hard to teach reading for those students with LD. One factor to this is the varying needs of the students and the condition that controls the learning situation. In the articles read, the authors provide solutions to help the LD students with their reading skills and intellectual capacity. Watson, Fore & Bone (2009) discuss strategies they used in a reading intervention they conducted recently. In Carr (1991), the author illustrates reading comprehension strategies to benefit students with LD.
With the reading skills for vocabulary lacking, these children are usually labeled with ‘learning disabilities’. All too often students read a passage and skip over the words that they do not understand. However, vocabulary skills in reading are essential to not only in the reading classroom, but in all the content area classrooms as well. Vocabulary development should give the students the ability to learn the meaning of new words and concepts that are presented to them in their text. Learning this skill will help students with comprehension and their content area curriculum.
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.
Jennings, Caldwell and Lerner (2009) stated that Reading difficulties can be a problem of emotional, neurological, cognitive, and can even be associated with intelligence and intellectual factors. They went on to say that the environment which includes the home, school, social and cultural environment can also influence reading. They pointed out neurological is how the brain performs during reading and cognitive is the mental actions. Any deficit in these areas could interfere with how students interpret information that is presented to them (pg 23-24). Since reading is a vital skill to success, it is important that children who are faced with reading difficulties get evaluated early and given
In my future classroom, I will strive towards creating and comforting environment in which students can enrich themselves in books that they have chosen. I will create a challenging curriculum that leaves room for student input and adaptations. Through mini-lessons I can teach important reading skills. With the flexibility of literature circle groups, students can practice their professional skills as well as their reading skills. Giving students choices in the classroom will invite intellectual growth and creativity.