A successful teacher of beginning readers develop comprehension skills and helps to expose them to wide range of texts to build background knowledge. (Professional Development) In teaching reading a teacher must also teach many skills from decoding to vocabulary. Most importantly, a good reading teacher generates excitement and appreciation for reading. Learning to read is a hierarchical process, each skill building upon another. For example, learning to decode followed by fluency is the first step followed by independent reading, reading with absorption, and ending with critical reading.
Introduction “Reading comprehension is the act of constructing meaning from text. Reading comprehension requires an interaction between the text and the reader’s knowledge” (TRI, 2005). “When a ‘reader can (1) read the lines, (2) read between the lines, and (3) read beyond the lines,’ he or she experiences comprehension in its purest form” (GCU, 2005). “When readers are not able to handle difficult texts on their own, a teacher supports their efforts to make meaning by guiding their interactions with texts” (Vacca & Vacca, 2008, p.239). “The disconnect between text and reader is especially noticeable in content areas where readers must interact with highly specialized and technical language” (Vacca & Vacca, 2008, p. 348).
How to Activate Prior Knowledge Prior knowledge refers to all of the readers’ experience throughout their lives, including all of information they have learned elsewhere. This knowledge is one of the reading strategies which are very effective for being used in reading comprehension. Furthermore prior knowledge is the most important aspect of the reading experience because it will help students in understanding and remembering what have students read by activating their background knowledge. There are three steps in activating prior knowledge those are pre teaching vocabulary, providing background knowledge and creating opportunities for students to continue building background knowledge. The first step is pre teaching vocabulary in which teacher needs to introduce and review new vocabularies that relate to stories or information they are going to read.
In order for a student to master fluency they must be able to master the five components of reading as well. All of these concepts work hand-in-hand to master the skill of reading and comprehension. Fluency is related to trade books because they students unlimited access to trade books in the classroom this can help students develop reading fluency. For a student to have developed reading fluency, means that they have overall broke the surface and now is able to comprehend what is in the text. By incorporating trade books in the classroom it helps teachers to better assist their students on advancing
Books (010) Reports Descriptive (141) MF01/PC06 Plus Postage. Classroom Techniques; Cognitive Style; Elementary Education; *Language Arts; Language Experience Approach; *Literacy; Multiple Intelligences; *Student Centered Curriculum; *Theory Practice Relationship *Collaborative Inquiry; Critical Pedagogy; *Meaning Construction ABSTRACT This book is based on the belief that learners who are making meaning draw simultaneously on different dimensions of knowing--different forms of expression, different kinds of ideas, and different cultural frameworks. When honored and recognized in the classroom these differences create a richer way to explore the path to knowledge, according to the book. By stressing that literacy develops across sign systems that can include art, music, and movement, in addition to language, the book encourages "artful" teaching and learning. It argues, in fact, that those most challenged by traditional curriculum will find with this approach the encouragement to shine.
Strategic activities may include presentation of the text, vocabulary development, using graphic organizers, and/ or previewing the text. This paper will describe strategic activities that aid in the facilitation of comprehension. Comprehension is the final product of reading, and therefore should require attention and emphasis during literary instructional time. Comprehension is one area where many students have struggles. Comprehension does not require just one-step, instead it is a process that includes vocabulary development and fluency.
According to the Institute of Educational Science, writing skills are important for primary school students continued learning in all academic areas, communication and self-expression (Polisena, 2014). It is owing to this understanding that in the mid 1990’s there was a change in the way writing was taught. Educators moved away from the whole-language approach of teaching writing and moved towards a more balanced approach that incorporated the purpose, content and values of a text, as well as introducing a student-cantered focus (Flint, Kitson, Lowe & Shaw, 2014). A balanced approach uses engaging activities that cover all aspects of writing; such as handwriting, spelling, grammar, reading and creating texts for a specific purpose and genre (New
It is important to expose students to more than just concrete identification words like ‘chair’ or ‘horse’ but broaden their base of word knowledge to include abstract words as well. Children speak the words they have heard and later recognize those words within the context of literature. When a student has heard a word within a context, verbally used the word to express thinking and can identify and associate meaning to the word with in a text, they will be likely to use the word in written communication as well. Academically speaking, the same rules apply. Students need to hear academic language used within a
The children use their thinking and cognitive skills to become literate. Concept books are a way for teachers to teach their students early literacy skills. One way to use a concept book is by reading to the class and discus what the book is about. Children are able to learn new words that they hear from books and it can help them expand their vocabulary so they can be able to improve their communication skills. Another way to use concept books is to use them to introduce ideas, serve reinforce concepts or to add further information to a topic that children have already explored through direct experience (Giorgis & Glazer, 2009, p. 146).
Describe the triple-route model of reading and evaluate it’s effectiveness in explaining the symptom and causes of acquired dyslexia. Is this research useful in normal reading processes? To answer the question set it is important to first look at how processes of reading were developed by examining the dual route model of reading which later after studies on normal reading habits, studies on cognitive experimental research and neuropsychological cases became the triple route model. In understanding how this was developed it is essential to look dyslexia’s which played a huge part in learning about reading processes, then trying to understand them in terms of non sufferers, looking at classical and recent research. Reading is a seemingly effortless task for most adults to carry out.