Therefore, read the same story over and over is good for the child. Children should be able to participate during story time. You should encourage children to l... ... middle of paper ... .... Children also enjoy books that Rhythmic like. Children enjoy these books because they can participate in the reading. One book that comes to mind when I think of children is “If you Happy and you know it”.
Aesthetic, psychosocial, and instructional are just a few great reasons for reading in early childhood education. Students gain in so many areas of their lives through reading and educators are continually working to build up reading skills and help students find the joy in reading. History has shown us that the thought of how important reading is has increasingly grown over the years. In 1940, only 984 books for children were published, in 1997 a total of 5,353 children books have been published. The increase in published books shows that many are finally getting on board with the importance of young readers.
Bear could engage students and meet different learning styles by having student select the text between two different books or promote creativity by having students create a poster about pandas becoming extinct. By giving students choice and promoting creativity students’ can be more engaged in a lesson (Silver & Perini, (2010). Teachers need
Reading simple nursery rhymes or short poems help increase a child phonological awareness. “Children who have been involved in early rhyming activities such as nursery rhymes are often more successful in reading later on” (Beaty, 2009, p. 23). Reading the rhymes once however is not enough. For students to understand rhyming multiple exposures is necessary, allowing the student to know the poem by heart. Reading poems as a daily part of instruction, and using the rhymes to help students remember simple procedures, like lining up, gives students multiple exposures to not only hearing rhymes... ... middle of paper ... ...ge most of the students most of the time should be the goal.
When she read to me, she used a different voice for each of the characters. I heard the same stories read to me so many times that I began to memorize them. I was able to recite my favorite stories before I could read them for myself. While I was unable to read, my skills with the English language were developing as I learned and used the words that I heard my parents read to me. My parents, my first teachers, made learning the English language an enjoyable experience for me at a young age.
Why I Chose This Project The reason that I chose this project is because I believe that reading is the most important thing that a student can learn in school. I chose reading comprehension because I see students struggling with it every day. It doesn’t matter if the student is an above grade level reader, on grade level reader, or below grade level reader, all students struggle with different parts of reading comprehension. I believe that if they are taught strategies, it will help them improve their reading. Why It Is Important The reason that this is important is a student must not only be able to read the words but must understand what he or she is reading or things are lost to the reader and to others.
Although researchers have found negative effects in learning to read phonologically, teachers can still strategically incorporate it into the classroom as long as they are aware of its potential negative effects. According to Bentin S. (1991), phonological awareness is "the ability to recognize the internal phonetic structure of spoken words" (271). This is measured, he explains, by the individual's ability to "isolate and manipulate individual phonetic segments in words" (271). When young children begin to read, their educator utilizes phonology by encouraging them to "sound it out". Here the children take a word, such as "cat" for example, and read it by breaking it into phonetic sounds: "cu"-"aa"-"tuh"..."cat".
This is because of the frequency of the reading activities done with them. While most of the kids start to read by themselves by the time they reach 3rd grade, there are many children who acquire the basic reading abilities when they are 4 or even younger. It is actually the parents’ duty to guide their children into a regular reading habit, which could help the kids into acquiring the ability as they grow up. Learning to read actually starts from the bonding time in between the parent and the children. At this point, parents are the main molders of the children’s interest to read.
Reading to children can teach them skills they’ll need throughout their entire life. Reading aloud not only enhances their skills, it also affects how the their school life is. Being read to regularly is important to maintain the skills that the child learns, the earlier a child is being read to, the more skills they acquire. Parents will benefit from reading also, it creates a bond with their child that last a lifetime. Reading aloud will introduce children to books and reading so they can eventually do it on their own.
The simple action of finger pointing at words or phrases during storybook reading is found to assist children to acquire important skills such as the ability to track print, and develop alphabet knowledge, phonemic awareness and word recognisition skills ( Morris, 1993;Stahl,2003). (Douglas Coupland ) This book can be successfully used at all three levels ( individual, group and large group) quite effectively but before that I will get familier with it and practice skilful delivery using props, sound effects , mimcry etc. Individual child or Small Group Reading with an individual child or a small group is hugely valuable as its provides the opportunity to build a secure attachment with the children and address their individual learning style.According to Wasik(2008), small group time enables children to ha