1.0 Introduction Reading is one of the most important skills in acquiring a second language. In recent years there has been an increasing interest in the development of the process of reading. Reading was seen as a receptive language process where learners do not need to produce any form of language. This means that a reader is given a passive role whereby they only receive input such as opinions, new information or sense of enjoyment and try to understand it. no form of interaction with the text occurs. in addition to receiving input, readers would also go through a process of decoding certain types of information such as understanding new words to making sense of bigger chunks of clauses and phrases and then finally understanding complete sentences. this reading process is called the bottom-up approach to reading. by the end of this process, readers would then be able to comprehend what the writer is trying to express. However, it was only till recently that a lot of researchers disagreed with this and state that reading is also an active process where the reader is constantly engaged in the text (Carrell,2000). This suggests that readers try to construct meaning through previous experiences or previous knowledge on related topics. This process is called the top-down approach. This is supported by Duffy and Roehler (1987) who states that readers are actively engaged with a text when they are using the skill of identifying blockages when reading and thinking of a way to overcome those blockages by using prior knowledge brought into the text. Goodman (1967) also supports this by stating that a reader who is constantly rearranging structures to understand messages clearly shows signs of an active reader. During this process, Go... ... middle of paper ... ...text. Works Cited Carrell, P. L., Devine, J. & Eskey, D. E. (1988). Interactive approaches to second language reading. Cambridge: Cambridge University Press. Duffy, G. G. & Roehler, L. R. (1987). Teaching reading skills as strategies. The reading teacher, 40 (4), pp. 414--418. Goodman, K. S. (1967). Reading: a psycholinguistic guessing game. Literacy research and instruction, 6 (4), pp. 126--135. Grabe, W. (1991). Current developments in second language reading research. Tesol quarterly, 25 (3), pp. 375--406. Nagao, H. (2002). Using top-down skills to increase reading comprehension. Eric. Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading research quarterly, pp. 32--71. Williams, R. (1986). Top ten'principles for teaching reading. Elt journal, 40 (1), pp. 42--45.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
The type of reading that is on the decline, is that which requires thought, the assimilation and accommodation of ideas, and effort—close reading. This form of reading involves the careful, sustained interpretation of literary text that comes from observing a pieces minute detail. In accordance with the definition of reading provided by the Princeton dictionary, “the cognitive process of understanding a written linguistic message”, the methods used other than closed reading are not truly reading. Many have argued that the creation of new technology has actually enabled more people to read, but when compared with reading’s definition, this is not true. Reading in not mindlessly skimming articles and not knowing what they mean afterwards, but being able to comprehend the material that one has read, including its many facets.
Lesaux, N., & Siegel, L. (2003). The Developmental of Reading in Children Who Speak English as a Second Language. Developmental Psychology. DOI: 10.1037/0012-1649.39.6.1005.
Reader and the text- this is where a student is actively engaged in the reading and can be making connections to their experience and activating prior knowledge.
Donald M. Murray, in this article entitled “Reading as a Reader” is talking about how reading is an unique, an essential, and a necessary aptitude for human beings in their society. While illustrating his point of view, the author stresses on the idea that our attitudes towards reading is directly linked to the systematic approaches we have while facing a article or a book. In this article, he said that: “If we approach a text believing that we are not readers, or that we can’t read, that attitude may make it more difficult for us to understand the challenging text.”(Murray, 2). Throughout those words, Murray emphasizes that we should consider the process of reading as a learning process, and as a way of deepening the capacity we have as readers. We should have an open-mind while engaging with a reading, and understand that it may always not be our fault if it comes that the text we are reading is difficult. In clear, it is all part of the process of improving ourselves. Then, Murray, in his well structured writing, portrays differents types of reading and also gives us some tips on how to approach them.
They argue that these steps are progressive and that a reader must learn one before they progress to the next; however, they state that a truly skilled reader cannot leave the prior stage behind, but instead must build each stage upon the previous. Thus, elementary reading is contained in inspectional reading, as, in deed, inspectional reading is contained in analytical reading, and analytical reading in syntopical reading. (pg. 31)
My role as an instructor was to make my students engage with reading as a constant practice not just in the language they were learning, but also in Spanish. Despite the constraints of a given curriculum, I managed to offer my students an environment where they were exposed to multiple reading strategies and practices. I promoted open discussions about the topics my students were interested to read about. However, through this experience, I was not able to identify struggling readers. I thought that if the reader is struggling, the best way to overcome this difficulty is by reading more.
Reading involves translating symbols and letters into words or sentences. Anderson defines reading as a process of constructing meaning from a written text. We indulge in reading for many different purposes, be it survival, leisure or occupational. In a way, reading serves as a kind communication between the writer and the reader. The writer encodes what he or she wishes to convey while the reader decodes according to his or her own perception. Johnson quotes “A young man should read five hours in a day, and so may acquire a great deal of knowledge.”
...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.
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
The American Nurses Association Code of Ethics for Nurses has five elements that pertain to the Principle of Autonomy. Each individual element applies to “respect individual persons” (Baillie, McGeehan, Garrett T, M., Garrett R. M., 2013, p.33). In Chapter 2 of the Health Care ethics: Principles and problems text, it discusses thouroghly the consent of an individual to make their own decisions regarding their health and future requests of care. As a nurse or within all heath care professions, we must treat each individual patient with care, respect, and to remain mindful to the patient regarding any aspect of their lives. In the ANA Code of Ethics for Nurses, it explains ways of maintaining the empathy required in the health field. It further discusses that the respect for human dignity must be a priority, relationships to patients must remain neutral, the severity of the situation, the right to self-rule, and the professionalism that must be upheld by the nurse and their associates.
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
According to Temple et. Al, there are components for reading. “Reading is the act of getting meaning from a written text.” (Temple & Ogle & Crawford & Freppon, 2005, p.7) There are steps to learn to read; first step is “word recognition.” This activity is that readers recognize letters and words. Next step is “phonemes” which is the smallest sounds in language. Readers who in “phonemic awareness” are able to know how to make sounds with letters. In “comprehension” step, readers are able to understand what they are reading. They can improve reading ability by expanding knowledge of vocabulary. If they can understand words faster than previous time and accurately, they are on “reading fluency” step. The last step, which is “interpretation” or also known as “critical reading”, is a time when they are able to understand author’s thought and mind by reading their words and arguments. National Reading Panel categorized literacy by areas of alphabetic, fluency, comprehension, teacher education and reading instruction, computer technology, and reading instruction. Alphabetic includes
How can what we know about the development of readers inform reading comprehension instruction? Reading instruction typically starts in kindergarten with the alphabetic principle, simple word blending, and sight word recognition. Texts read by early readers usually include very little to comprehend. As children develop reading ability, they are able read more complex texts requiring greater comprehension skills. Separate and explicit instruction in reading comprehension is crucial because the ability to comprehend develops in its own right, independent of word recognition. The ability to read words and sentences is clearly important, but as readers develop, these skills are less and less closely correlated with comprehension abilities. (Aarnoutse & van Leeuwe, 2000) While no one would argue that word blending and sight word reading skills be omitted from early reading instruction, vocabulary and listening comprehension may be at least as important in achieving the even...
Reading and the ability to comprehend has become a phenomenon that has attracted professionals throughout the globe. It is fascinating that humans have the ability to integrate the information perceived through one’s senses with previously acquired knowledge. The attainment of information through reading is extensive, however, researchers are exploring whether reading at a rapid speed will result in decreased comprehension. Using the McLelland and Rumelhart model (1981), this essay will discuss whether one is able to learn to read at a faster speed and whilst still understand and remembering what has been read. Furthermore, this essay will explore the validity of increasing comprehension when reading at a faster rate as well as the positive