Abstract This paper attempts to analyze the best possible practices to improve the reading and comprehension of students, particularly elementary school students. This paper identifies the characteristics of elementary students and categorizes the different approaches used when teaching elementary students reading and comprehension.
Outline:
Introduction
Purpose of the Study
Hypothesis
Significance of the Study
Methodology
Research and Plan Solution Strategy
The Teachers
Additional Time
High-Quality Research Based Curriculum and Instruction
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension Other Important Instructional Methods
Preschool and Early Literacy Opportunities
Implementation Plan and Matrix
Evaluation/Assessment Plan
From the Paper "There has been much debate about phonics instruction. However, recent research has given phonics another look and has determined phonic instruction is needed (Hempenstall, 2002). Students that master phonics will have the decoding process in hand and can focus on building fluency and comprehension. Use direct, systematic explicit phonics instruction as a primary component of a reading program. CIEA states, "Systematic instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence, and explicit are programs that provide teachers with specific directions for the teaching of these relationship" (Hempenstall, 2002). The issue is not whether to use phonics or whole language in reading instruction. "Rather, the issue is how phonics is used; as a primary component of a reading program, as well as when we use phonics; at the beginning reading level" (Hempenstall, 2002). "
Tags:reading, comprehension, teaching, understanding, phonetical, motivation, practice
Abstract This study examines the different aspects of reading problems of high school students. The study also finds the problems and difficulties that students have in reading and comprehension. In addition, government policies and plans are also discussed as how to combat the issue. Current plans are mentioned and their effectiveness examined.
From the Paper "But today, the rising demands of a technological society have changed the definition of adequate literacy. Reading well, fluently and with comprehension is essential in the U.S. for entry to well-paid employment, for active participation, and for access to the accomplishment of civilization. The International Reading Association reports that adolescent literacy has not been an educational policy or priority in schools despite the fact that high school graduates face an increased need for a high-level of literacy, particularly the ability to understand complex texts. Reading achievement, as evidenced by state and national test scores, typically begin to decline after 4th grade. Further a recent Reading Study Group Report (2002) shows there has been substantial research around early literacy, but comparatively little focused on reading comprehension, which is crucial for academic success in the adolescent years. This study examines the different aspects of reading problems of high school students. The study also aims to find the problems and difficulties that student have in reading and comprehension. In addition governments policies and plans are also discussed as how to combat the issue."
Tags: literary, education, comprehension, student, school, policy, government, plan
Abstract This paper addresses the problem of weak reading skills in middle school students, and suggests educational approaches to improving readingcomprehension in particular. The author recommends that teachers, the instructional and/or educational materials and the educational policies should be at the forefront in assisting middle school children to acquire the readingcomprehension skills they need. The role of each is described in the paper. Additionally, accommodations are recommended for children with special educational needs. The paper also lists the five essential components of reading instruction, describing the importance of each one. The paper concludes by stating students also take responsibility for their reading progress by practicing regularly.
Outline:
Introduction
Review of Related Literature
Factors to increasing the readingcomprehension abilities of the middle graders
The Teachers
Provision of More time for the Students
Maintenance of Research Based Curriculum and Instructional Approaches Regarding ReadingComprehension Reference List
From the Paper "Indeed, there have been recent studies conducted which reveal that reading and comprehension is becoming a challenging tasks for the teachers, particularly when they are handling the students from the middle grades. Students who are in the in their middle age of learning are already being taught for proper reading and comprehension. However, there are reports that show that there are increasing number of students who have gone to higher levels but "are still not fully equipped with the right reading and comprehension perspectives," thus a big task to teachers and other educational facilitators nowadays is how to increase the reading comprehension of students in the middle school (Snow, 2002)."
Abstract In this article, the writer discusses that among the many plausible reasons for helping students build vocabulary, perhaps the most important is the contribution of vocabulary knowledge to readingcomprehension. The writer notes that one of the most enduring findings in reading research concerns the extent to which students' vocabulary knowledge relates to their readingcomprehension. The writer points out that given that students' success in school and beyond depends in great measure upon their ability to read with comprehension, there is an urgent need to provide instruction that equips students with the skills and strategies necessary for lifelong vocabulary development. The writer concludes that readingcomprehension places heavy demands not only on classroom teachers but also on curriculum planners, community workers, and parents.
Outline:
Introduction
History of Vocabulary ~ What is Vocabulary?
The Influence of National and State Standards
Two Best Assessment Procedures
Role of Technology
"Best Instructional" Practices in Reading and Writing
Five Dimensions of Learning Specifically Related to Vocabulary
Why is This Topic Important for Teachers?
From the Paper "Vocabulary is knowledge of words and word meanings. However, vocabulary is more complex than this definition suggests. Most commonly, words come in two forms: oral and print. Oral vocabulary includes the words that we recognize and use in listening and speaking. Print vocabulary, are those words that we recognize and use in reading and writing. Next, we have word knowledge, which also comes in two forms, receptive and productive. Receptive vocabulary includes the words that we recognize when we hear or see them. Productive vocabularies are words that we use when we speak or write. According to research, receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we give meaning, even if we don't know their full definitions - or ever use them ourselves when we speak and write."
Abstract This paper consists of four sections. The paper explores the historical contexts of four themes of literacy acquisition and reviews the history of reading instruction. An objective analysis is made of how growth and development of the industrial sector triggered governments to set up formal schools and curriculum. The paper also discusses several reasons underlying the lackluster performance of students in reading and writing. The paper relates the five core essentials of a reading program and examines the successful impact of the Voyager Literacy program by presenting several recent empirical research studies. Finally, the paper looks at the attitudes and motivations of students towards reading, revealing the shortcomings of the present education system.
Outline:
Introduction
Section I: Theoretical Models of Literacy acquisition
Section II. Brief History of Reading Instruction
Section III: The Five Core Essentials of the Reading Program
Word Study
Vocabulary
Fluency
Comprehension Section IV: The Impact of the Voyager Program
Section V: Student Reading Attitudes
From the Paper "The hunger to understand the environment and the results of education and its style of teaching has burst out over the last century. This outburst is now looking beyond the recurrent affairs about why the majority of the populace in certain regions can't, read or in certain cases, write. The ability to read and write has in the preceding years of study been established as vital components of areas that encompass polyglotics, ethnic surveys, as well as, psychology (Stephen, 2005)."
Abstract This paper provides a step-by-step action plan for ensuring that students are more motivated to read in the classroom. It aims to achieve this by affording the students a greater choice and selection of materials to read. It also discusses methods to improve reading and comprehension.
Table of Contents:
Introduction
Descriptive Plan To Implement to Encourage Student Choices
Step by Step Approach To Improving Student Motivation
Conclusions
References
From the Paper "First teachers must work to actively engage readers in the classroom. To do so it is vital that teachers survey students to assess what level of interest students have in particular reading materials in the classroom. Teachers must also determine how children in their classrooms approaching reading instruction and what elements will result in their being more enthusiastic about learning to read (Snow & Verhoeven, 2001). This can be accomplished only if children have an active role in their development and selection of reading material in the classroom (Baker, Afflerbach & Reinking, 1996). The teacher's role includes helping children in the classroom arrange tasks and activities in a way that will make reading accessible and enjoyable (Snow & Verhoeven, 2001). "
Abstract By reviewing current research this study attempts to answer the following questions: 1) Does silent reading or oral reading/listening promote better reading acquisition and comprehension? 2) Can implementing silent reading and oral reading/listening practices more regularly in all grades benefit reading acquisition, comprehension and overall learning in the content areas?
From the Paper "Interest was also a factor used in choosing the stories for each grade level. After completing the reading activity a cloze activity was administered in the same mode of delivery. This was repeated for the three learning modes, in each of the three grades and in the three ability levels of each grade. The results for the second grade were that regardless of reading ability, the oral reading mode produced significantly higher comprehension scores than the listening and silent reading modes. In the third and fourth grades the average and above average students comprehended better when reading silently or orally as opposed to listening. In the below average reading groups of both third and fourth grade listening was the most effective comprehension method followed by oral and silent reading. Silent reading was the poorest method of comprehension for this group at all three grades. This suggests that for comprehension effectiveness the learning mode used would best be done in conjunction with the students' reading levels. Other studies have generated similar results."
Abstract This paper explains that, in determining the best practices to teach reading to students who have learning or behavioral disabilities, attention must be paid to both story grammar and basal comprehension to determine the success or failure rate of the method used. The author points out that the use of story mapping is arguably the best practice to use in teaching reading to students of all grade levels because it provides a marked path for the student to follow as he or she makes his way through a story structure. The paper relates that story mapping allows the learning-disabled student to develop skills, which will allow continued success as materials and expectations increase as the student progresses to more advanced reading.
From the Paper "A study conducted in 1987 regarding the success of story mapping as a method for teaching reading skills to students with learning or behavior disabilities concluded that is one of the most successful methods currently available. In this study, five learning disabled fifth grade students were examined to determine the effect of simple story mapping on their comprehension abilities. Four out of the five students developed definable and significant story mapping ability and demonstrated significant improvement in their story grammar and comprehension skills once they began using the story mapping methods."
Tags: grammar, comprehension, success, path, study
This paper discusses the work "Leading a Successful Reading Program: Administrators and Reading Specialists Working Together to Make it Happen" by Nancy DeVries Guth and Stephanie Stephens Pettengill.
Abstract In this article, the writer reviews Guth and Pettengill's work, "Leading a Successful Reading Program: Administrators and Reading Specialists Working Together to Make it Happen", and discusses the effective strategies for a reading program that the work presents. The writer points out that the information in the work of Guth and Pettengill relates that while there is no one model for a reading program that is effective, there are specific elements of factors within the structural framework of school-wide literacy programs that are essential in positive and successful outcomes for reading programs. The writer concludes that collaboration and cooperation are critical components of the schoolwide literacy program that focuses on providing effective classroom instruction and curriculum for student reading skill acquisition and progress.
Outline:
Objective
Overview of the Study
Introduction
Understanding the Model of Guth and Pettengill
Reading Specialist - Special Resource
Environmental Characteristics for Effective Literacy Program Design
Instruction Strategy Expansion
Establishing Guidelines and Course Objectives
Reading Model Design Flexible and Team-Based
Planning and Collaboration
Attributes of the Reading Specialist
Observation Guidelines for Supervisors and Administrators
PIRATES - Strategy for Test-Taking
Summary
From the Paper "The classroom teacher is observed by supervisors and administrators for whether the teacher is actively observant and keeping notes of the responses and participation levels of students during reading and language arts instruction. The teacher is observed for the skills of enabling children for making choices in literature, in the resistance to putting labels on students in achievement terms and in communication to parents of the importance of reading to their children, in literature discussion with their children and in providing encouragement as well as ongoing support in the progress of their child in the areas of reading and writing. Finally, the teacher should be provisioning to students an environment that is structured and that allows opinion, creative thought and sharing of ideas and encourages the same. Literacy and learning should be expressed as joyful daily expressions and participation in staff development in evidenced in the implementation or at least in the attempt of newly acquired knowledge and ideas."
Abstract The paper researches current literature on the topic of shared book reading. The paper presents practical strategies and solutions, as it attempts to effectively address the reading issue in the context of a real classroom for preschool through sixth grade. The paper arrives at the conclusion that shared book reading does help children read, but notes that a child's confidence level, physical factors and other emotional factors could negate the advantages involved. The paper has a large amount of resource material appended to the paper.
Outline:
The Problem
Shared Book Reading Learning to Read and Reading to Learn
A Dynamic Technique?
Conclusion
Real Classroom Concerns
From the Paper "Shared book reading refers to the process, as well as to the situation of sitting down to share a book. Applicable to home or school settings, shared book reading denotes any period of time when a child or group of children sits down with a literate person (generally a parent, family member or teacher) to share the reading of a book or story. This scenario includes:
- Literate person reads to the child or group of children;
- Child/children take turns reading from the book or story with the adult;
- Child reads the book to the adult.
At one point in the past, the practice of joint storybook reading, as well as its effects on subsequent reading achievement was highly acclaimed. By 2000, however, tension in the field regarding this practice escalated and constituted a primary research for a decade. Questions regarding it genuine efficacy for later literacy achievement arose."
Abstract The paper provides research concerning reading disabilities in general and goes on to discuss the problems and challenges posed by teaching ESL students. The paper explores the prevalence of reading disabilities in ESL children and looks at the issues specific to Arabic-speaking learners in non-Arabic schools.
Outline:
Background: What We Know About Reading Disabilities
Reading Disabilities and the ESL Learner
Issues Specific to Arabic-Speaking Learners
Arab Children with Reading Disabilities in English-Speaking Schools
From the Paper "Reading disabilities pose one of the greatest threats to a child's learning, since all other subjects become reliant on comprehension as education progresses. English as a second language (ESL) students have additional needs, since their knowledge of language has been shaped differently than children who speak English as their native language. Arabic children in particular may struggle in the English-speaking classroom because of the drastically different systems of speech, reading, and learning in English and Arabic language. Further, some evidence exists that Arabic children suffer from reading disabilities more often than other children due to consanguineous marriages."
Abstract This paper deals with a review of the literature using guided reading as a tool in the classroom and how it can be used in a classroom. It offers a comprehensive methodology of how to implement guided reading and how to achieve the benefits of this activity. The research is based on a wide variety of sources and provides a good review.
From the Paper "A critical foundation in guided reading is that students read the materials at their instructional levels. During a typical lesson, students discuss both the content and the strategies that they used to make sense of what is being read. Specific attention is devoted to comprehension levels, questioning, before-reading strategies, during-reading strategies, and after-reading strategies."
Abstract The paper is a self assessment of the writer's attitudes to reading and writing skills and the the factors that, for him, make the two actions either tedious or enjoyable.The author contends that reading and writing are unnatural processes in so much as they have to be learned and do not develop naturally as does speech. He further contends that an individual's personal preferences determine whether the skills are problematical or not. In addition, the writer tells us that, in his case, there are reading and writing activities which are tedious and lengthy because he has no interest in the subject, and others where, because of his interest or affinity with the subject, are easy and enjoyable process. This, he suggests, is true of most individuals.
From the Paper "I think I am an average to good writer depending on my mood. When I write about things I like traveling, sports or my hobbies, I can express my thoughts and feelings with gusto. I can describe the "moment" with such vividness and color that I could probably put other writers to shame. I can say this confidently because I am writing about me, my deepest thoughts, my happiness and my fear. It is quite easy to write something that springs from within especially if it is without boundaries, without shame. Now once you talk about writing things such as homework, thesis, research or term papers - you got me there. Boy will I get stump. I take forever to collect my thoughts and I am the great procrastinator. It's like when I get an assignment to write an essay due in two days, instead of doing it immediately I tend to keep telling myself, "Yah, I'll do it...eventually!" Whoa and two ours before the deadline, I'm up to my wits wrecking my brain to come up with a decent literary tour de force. Eventually, I make it but after a lot of unnecessary stress I put myself into instead of doing things way ahead of time."
Abstract This paper is aimed at educators of middle and high schools. The paper discusses the importance of effectively combining reading and writing instruction with content instruction. The writer compares educational methods of the 1950's to those of today, stating the obvious improvements today. This paper emphasizes the responsibility of all teachers to understand how they can enhance and help develop their students? reading and writing skills.
From the Paper "Learning to read and write are complementary skills. While in the younger years, writing depends on reading skills, by middle and high school, they are complementary skills: reading is necessary to do writing assignments, while writing about what has read increases comprehension of the reading materials. For this reason, separating reading and writing instruction from content areas is arbitrary and will eventually interfere with the students? progress in those content areas."
Abstract This paper discusses some of the different theories concerning the strategies used in the reading process: the cueing system, the theory that looks at the interrelationship between automaticity and fluency, the schema theory, and the transactional theory. The paper relates that the process of literacy starts far before children attend kindergarten and continues through adulthood. The paper further relates that literacy is considered more than just a cognitive skill; it is a complex and active process that includes the cognitive, social, linguistic and psychological aspects of learning. In addition, the paper points out that one important aspect that needs to be included in all teaching methods is a love of learning.
From the Paper "As with any other human behavior, there are several different theories concerning the strategies that are used in this reading process. One theory is known as a cueing system, where "reading" is more than just saying the words aloud. Rather, the "reader" must properly combine four different cues or clues to decode words in a running text. The first is the spelling pattern or letter-sound information (graphonicic); the second is how the words are arranged (syntactic); the third is what words make sense (semantic); and the fourth is experiential (background). This model is supported by those who rely on evidence from the types of mistakes people make while read or "miscue analysis." This approach suggests that when children see a difficult-to-read word, they should make an educated guess by trying these different cues. The child would be asked to cover up different clues for practicing the other ones."
