The Art of Reading and Writing

Paper Summary:

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)."

Sample of Sources Used:

• Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore: Paul H. Brookes.
• Allington, R. (1977). If they don't read much, how they ever gonna get good? Journal of Reading, 21, 57-61.
• Allington, R.L. (2001). What really matters for struggling readers: Designing research-based programs. New York: Longman.
• Ball, E., & Blachman, B. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
• Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), The handbook of reading research (Vol. 2, pp. 789-814). New York: Longman.

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