This paper is to review from articles of recent studies examining the two components of the simple view of reading, which are decoding and linguistic comprehension which shows a relationship to slow progress readers. The simple view of reading was to show how reading disabilities are the results from deficiencies in decoding, linguistic comprehension, as explained by the research in these articles. The research had clearly shown that slow progress student readers had presented deficits in decoding and linguistic comprehension skills, and can benefit from early decoding and linguistic comprehension interventions. Different types of decoding interventions along with several other important issues were examined in the different articles.
In The article The Simple View of Reading by Hoover and Gough, (1990) and in the article The Component Model of Reading: Simple View of Reading Made a Little More Complex (Joshi & Aaron, 2000) were both models that describe component processes of a reader’s comprehension of text. The reading comprehension resulted from two processes. There was a reader’s accuracy in decoding words and a reader’s accuracy in listening comprehension. “The purpose of the simple view of reading is to communicate the essential components of reading and to help educators identify critical skills in need of focused reading instruction”, (Gough & Tunmer 1986). 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...
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...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. We really need to give children a very good experience of written language in the early school years therefore preparing them for the later years in school and their communities.
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 DeFord Theoretical Orientation to Reading Profile, developed in 1985 by Diane DeFord, is a way to measure the philosophy and belief systems associated with instructional practices in the beginning of reading. The three systems include phonics, skills, and whole language (Vacca et al 2006). The bottom-up beliefs systems, associated with Behaviorism, place emphasis on letters, letter-sound relationships, and the understanding that the student, in order to comprehend the selection, must recognize each word in a text. There is importance placed on decoding, and skills are taught in a systematic and sequential format.
First off, in terms of education in grades K through 3 it seems that students are introduced to the basic concepts of learning, reading, and writing. For example, young children begin to comprehend the sounds of speech in terms of being able to read while also practicing how to correctly write common words used in everyday language. Furthe...
Reading is not just reading words on a paper. It is a process that uses many resources in the brain and the use of strategies. Teachers have to use all six areas of reading to help students learn how to read, what strategies to use when reading, how to interpret a text and many more. Reading is a complex process and this paper will describe the six areas of reading.
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...
Literacy has a strong impact on ones life’s in many reasons such as it can open doors for an individual to become successful in the world. Literacy is never easy to develop but once it is developed it is something that can never be forgotten. Achieving the quality of literacy can determine your efficiency in life. An individual environment throughout early childhood has an impact on the quality of literacy they develop.
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
Unfortunately, that skill is rather ignored in middle school and is expected to be taught in elementary school. When those students do not grasp the concept in elementary and are pushed through to the middle school without the skill, they fall behind their classmates. 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.
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.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
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
Reading comprehension refers to the ability to decipher the meaning of written text. There are three required elements needed for adequate understand of written material: a knowledge of word...