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concept of developing reading skill
The importance of reading
The importance of reading
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Introduction Do students understand what they read? Educators need to guide students to be able to read and understand what they have read. Reading comprehension is an important skill that is critical to be successful in their educational lives. It is an important skill that is needed in every subject area. When students are reading, they make a connection with the text and the prior knowledge of the topic that they are reading about. Comprehension is may not be an easy task but it requires the students to understand language and cognitive skills to understand what they are reading. As that is said, students struggle to create meaning of what they are reading and are not able to comprehend on what they just read. According to the National Assessment of Educational Progress results, “an average of 69% of Students in 4th grade, 71% of adolescents in 8th grade,and 60% of adolescents in 12th grade read below the proficient level, meaning that those Students do not demonstrate strong grade-level reading proficiency” (Melekoglu, 2011, p.249). This states how the reading gap between students who have difficulties with reading comprehension and those who do not increase every year. When students are …show more content…
But with every great study, there are always limitations. The limitations of this study are inclusive criteria, small-case research (that had no learning disabled students), non-standardized and heterogeneous narrative stories, little higher order comprehension skills acquired, and that most of the conducting studies were made by researchers or graduate students, etc. (Boon, Paal, Hintz, & Cornelius-Freyre, 2015). According to Singleton and Filce (2015), given the increased cognitive demands of reading comprehension at the secondary level, graphic organizers are excellent instructional tools that can be employed successfully for students with disabilities across content
...t comprehension, it is important to analyze and view all aspects of the text, this will ensure the education you’re receiving, as well as the personal ties you make while reading.
Many people say that reading will only stimulate the mind and enhance one’s reading level. Statistics have proven that reading abilities have increased but has actually plummeted towards the ground. “Since 1983, more than 10 million Americans reached the 12th grade without having learned to read at a basic level,” states the Literacy Company.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
“The more that you read, the more things you will know. The more that you learn the more places you'll go.” This quote by Dr. Seuss explains the importance of reading. Knowing how to read is very important to be successful in life. In 2009,a nationwide study by the National Center for Educational Statistics recorded that sixty-seven percent of 4th grade students, seventy-five percent of 8th grade students, and seventy-four percent of 12th grade students were not reading at a proficient level. This will cause many problems as the child progresses through life and later on to adulthood. According to the National assessment of Adult Literacy (NAAL), forty-three percent read at the lowest 2 literacy level ("Who Needs Phonics"). They will not be able to apply to jobs, stigmatized in society, and may result in their children being illiterate also. In order to decrease the alarming rate of seven million illiterate children and give them a chance to have a better life is by integrating a method to teach them how to read better.
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...
As the human race continues to become progressively more intelligent, countries are becoming more and more competitive in a “race to the top.” Our society, and others alike, have placed increasing demands on citizens in an effort to ensure they go on to be productive, intelligent contributors. While this is a natural progression of the human race, those who were previously struggling to succeed are now fighting to close an even larger gap. When it comes to education, this is a clear and present concern for many educators and students. Teachers are being held accountable for raising the bar and ensuring that each student performs successfully, in accordance with the national (Common Core) standards. A big concern regarding these increasing demands of an every changing society, are students who are already struggling to succeed, such as those with learning disabilities. One of the primary targets of the Common Core is reading, as reading ability is considered to strongly predict whether or not a student goes on to be successful in the education system and in society. In order to service these children, educators have experimented with many research-based interventions in an effort to get struggling students up to grade level and prevent them from being taken out of the general education classroom. The following articles discuss various aspects of a popular research-based intervention, Fountas and Pinnell, and how this interventions benefit students with learning disabilities, specifically in the area of reading comprehension.
The reading selections for this week provide a historical perspective of comprehension instruction at various grade levels. The authors describe characteristics of learners at various grade levels, examine previous instructional goals and discuss the goals for the future, examine previous learning contexts and what learning contexts should become and how assessment strategies can be improved to meet the challenges of learners at various grade and proficiency levels. It is important to note the influence of multiple literacies and the challenges of integrating conventional discourses and nonconventional discourses in the learning context. Wharton-McDonald and Swiger (2009) said, “Instructional practices that repair the disconnect between students’ public and private literacies—practices that form connections between what is personally interesting to students and the material they are asked to read in school will support the development of comprehension processes” (Developing Higher Order Comprehension in the Middle Grades, 2009, p. 523).
In today’s world, people are no longer confined to reading print books. Many people are embracing the digital world they live in by accessing reading materials through electronic devices. Over the last couple of years, e-reading capabilities have shifted to become available through devices like smart phones, tablets, computers, and e-book readers. While many individuals have noted the physical differences between reading print versus reading electronically, few have studied if the use of e-readers alters the manner in which material is read. Without the consideration of these effects, many schools have begun using electronic reading devices in the classroom as a substitute for print books. Therefore, it is important that the effects of e-reader usage on their ability to understand or comprehend literature be studied, in order to afford today’s children, the internet generation, the best opportunities for success in literacy.
For some students, reading comprehension does not develop normally. Many factors play a part with having difficulties mastering each reading skill to understand text. Children who struggle with reading face the challenges of working at a slower rate, relying on interventions and adjusted instruction to meet individual needs, and experiencing great frustration (Afflerbach, Pearson, & Paris, 2008; Strickland, Boon & Spencer, 2013; Watson, Gable, Gear & Hughes, 2012). Once the basic reading and language skills are acquired and learned and problems with reading comprehension are identified, students can begin to make meaning of text. Researchers believe that using specific reading comprehension strategies help students understand text and become strategic readers.
Martínez, Harris and McClain (2014) maintain that, “among all of the academic skills a student learns in school, none is more fundamental than reading” Furthermore, they believe that competence in reading is essential for education, employment, productive citizenship, and living a successful and satisfying life. (p. 129) Daggett and Pedinotti (2014) explain that “life outside of school requires substantially higher levels of reading proficiency than most students experience in the high school classroom and even in post‐secondary education” (p. 1). Students, who struggle with reading in early elementary years, tend to fall farther behind as they progress through the educational system. Fiester (2010) confirms, “The National Research Council asserts academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of third grade” (p.9) Thus, efforts to meet the needs of all learners remains a priority across the nation. As a result, states and districts require schools to submit school improvement plans, which identify specific needs based on data, strategic goals and instructional strategies targeted toward
This means that teachers spend most of their time assessing learners on comprehension rather than on teaching them how to read with understanding. It is therefore the responsibility of teachers to teach learners how to use a variety of reading comprehension strategies because if learners are not properly taught they would never know how to read with understanding (Boling, C. J., & Evans, W. H. 2008). Many researchers (e.g. Scanlon, et al, 2010; Tompkins, 2011; Morrow & Gambrell, 2011; Collins, et al, 2007) have identified various comprehension strategies that are functional in teaching learners to improve their reading comprehension skills. A discussion of these strategies follows in the next sub-section of this
Reading and writing are such an important part of our day to day activities having to do learning. In order to function well in a society, one has to understand the patterns of communication through reading, writing, etc. Children have to comprehend what they read and write. In order for a student to acquire this capability of comprehending, the needed skills must be learned. This brings about my essential question: “How understand what we read?”
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
According to the research made by Bohlmann & Pretorius (2003), there is a significant correlation between reading ability and academic success. It means that students who read a lot are more likely to do well in school and pass exams than students who are weak readers. Good readers do not just do better at subjects like reading, English and history, they do better at all subjects and they do better all the way through school. Another study by Bohlmann & Pretorius (2002) showed that the students who failed Mathematics achieved 50% or less in reading comprehension, meaning that they understood only half of the text or even less. But when their reading ability improved, their marks for Mathematics improved as well. So, students who read a lot and who understand what they read usually attain good grades. It means that reading is essential for academic achievement.