Abstract This paper addresses the problem of weak reading skills in middle school students, and suggests educational approaches to improving reading comprehension 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 reading comprehension 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 reading comprehension abilities of the middle graders
The Teachers
Provision of More time for the Students
Maintenance of Research Based Curriculum and Instructional Approaches Regarding Reading Comprehension
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 explains that the benefits of reading are many but can be divided into two main categories; reading to function, and reading to grow as a person. The writer defines the act of reading as an act of understanding, interpretation and evaluation. To illustrate the benefits of reading in each category; functional and personal growth, this essay provides an overview of both fiction and non fiction reading of both children and adults.
From the Paper "The act of reading is an act of understanding, interpretation and evaluation. These three skills are necessary for all people almost regardless of age to have in order to make sense of the world."
Abstract This essay discusses several famous authors' opinions on reading. It discusses the question of should we read or should we go out and live and learn from those experiences. It defines the term reading and analyzes the amount of readers in today's school system. Finally, the author states his positive opinion about reading and the things that can be learned by reading.
From the Paper "Reading is an activity that many people take for granted. Here in America it is easy for us to take for granted a fully stocked library, or access to hundreds of classic works through our computers. Yet, I wonder how many people actually take advantage of these rich opportunities that they have? With all of the study guides and assorted methods of getting around reading, why do it? Is something written in a book really more important than getting out and living life?
Henry Thoreau took on that very thought back in 1845 when he began living in Massachusetts in his cabin on Walden Pond. Thoreau was very thoroughly educated before he took this break from city life, yet he speaks often about how this "residence was more favorable, not only to thought, but to serious reading". (65) I can?t imagine being as smart as Thoreau, yet feeling like there was still something to read out there. And the reason that he gives for wanting to read, the reason that everyone should want to read, is that ?their nature and destiny are interesting to all alike.? (64) In other words, the classics of literature are all great reading material."
Tags:reading, George, Thoreau, America, Shakespeare, literature, life
Abstract The development of reading skills at early stage is a common topic in instructional psychology and education research. The development is traced in studies to determine predictors for the purpose of improving instruction at home and school. With important implications for early instructions, the development of early reading skills has clear effect on rising or declining interest in reading during more mature school years.
Abstract This paper looks at how experts suggest that reading aloud to children is crucial in the development and maturation. It examines tips on reading to kids such as giving children time to savor the story you are reading, reading different versions of the same stories for children to compare and contrast and including books that kids have created themselves during read-aloud time.
From the Paper "The importance of reading and reading aloud is crucial to a child's development. Reading aloud enhances learning and exposes kids to a wealth of information and imaginative experiences. Reading aloud to children of all ages encourages creativity, helps to build verbal and non-verbal skills, fosters emotional growth, and helps to develop critical thinking skills. Since children are as unique as snowflakes - every flake different from the rest - they learn at various levels."
Abstract This paper addresses the benefits of guided reading in grades K-3. It also compares guided reading direct instruction methods. It explains that there are necessary basics involved in encouraging a successful guided reading lesson and then examines these basics.
From the Paper "I visited my elementary school a few weeks ago. Winfield Street Elementary School in Corning, N.Y., was where I was educated from kindergarten until fifth grade. Remembering back, each classroom always had a very traditional setup. The desks were always in rows and the teacher's desk in the front. Students were considered "empty containers" that were filled with facts and rules through lecture and discussion. The students had little choice in the direction of their learning. As I walked through the hallways of my elementary school and peeked into different classroom doorways, I saw the same setup. Sadly, some teachers believed that direct teacher instruction was still better than any other type of instruction. I do not know how or why teachers can feet that students gained from this type of instruction. Recently, in many schools, a new reading technique is being used. This new technique is guided reading and it requires teachers to have a more focused approach on reading instruction. "
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 This paper deals with the practical use of guided reading in the special education, self-contained classroom. It offers other tools to be used along with guided reading. The research is based on a wide variety of sources.
From the Paper "A review of the literature has shown that it has been used in a regular education classroom. However, very few studies have been conducted using the impactof guided reading and reading growth with special education students. As a special education teacher, I have determined that it can be used in a SPED classroom, because it is based on reading grade levels that my children are on."
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
PhD dissertation regarding the current information accessible to the staff and the third grade students at Wilson School in the Chicago Heights that may be used to increase reading scores.
Abstract This study focuses on the types of instruments, data, and instructional strategies that are available to raise the students' scores in reading to a more appropriate and acceptable level as set out by the state of Illinois and the standardized testing that they require of all students.
From the Paper "The variety of property values and appearance of those properties across the community is evidence of the varied and dramatic range in the socioeconomic status and stability in the lives of the city's residents. The lives and learning of the school's students are impacted by the circumstances in which they live and the conditions of their families."
Abstract This paper examines the problem of student motivation to read. It identifies factors that affect motivation and strategies to increase student motivation. It looks at a student's needs and perceptions regarding motivation, expectancy theory and motivation and cultural aspects of motivation.
From the Paper "The following is a review of the literature related to motivating students to read. The problem of student motivation is discussed and this is followed by student needs and perceptions regarding motivation expectancy ..."
Abstract This paper discusses the importance of reading aloud to children, specifically toddlers aged 1-2. The document is based on real life experience. It looks at how during the formative years, young children develop attitudes that will influence their actions in the years to come. Parents thus need to lay the foundation for a close relationship marked by confidence, mutual respect and understanding.
From the Paper "Contemporary research supports the notion that the brains of infants that babies can comprehend certain concepts before they can communicate them. Child development experts suggest that babies can count and remember events and solve simple problems (i.e. shaking a baby rattle to hear its soothing rhythm) ("Babies Have", 2005). As babies grow and mature they start to recognize familiar faces, speech patterns of caregivers, see life in colour, and develop the sensation of taste. A baby's brain works hard to process new sensory experiences and quickly stores that information for future use when they can talk, walk and interact with their environment ("Babies Have", 2005). "
Abstract This paper examines a study conducted in Alabama that found a correlation between reading level and socioeconomic status. The test results revealed that students from minority and/or economically disadvantaged backgrounds had the weakest performance on these exams. The paper then discusses how teachers can prepare their students to perform better on such standardized tests. The author concludes by encouraging teachers to teach their students test-taking skills, with particular focus given to minority students or those from a lower socioeconomic background.
From the Paper " The startling contrasts found on a standardized exam's percentile scores between Alabama's diverse school districts indicate that socioeconomic factors play a significant role in explaining such widespread discrepancies. SES can also explain how the overall percentile scores for all students within wealthier districts were higher than scores from the poorer ones. Such results reveal that students from minority and/or economically disadvantaged backgrounds are the most negatively affected by these exams. Thus it is incorrect to assume that such exams are useful towards gauging a given school's quality of teaching. Teachers should therefore realize that such exams cannot determine how good they are at their jobs, despite what educational administrators and elected officials like to believe, because the results often come out being biased towards certain groups in society."
Abstract This paper explains that the Free Voluntary Reading (FVR) heavily targets users of English as a second language in the hope that the program will result in higher student achievement. The author points out that reading as an integral part of the child's development impacts on his personal and social development, as well as on his mental growth. The paper outlines the research project: Install a voluntary in-school free reading program for grade pupils; select only those students who are reading below their grade and mental levels, and who manifest a potential for improvement will join the program; and use the Durrell-Analyses of Reading Difficulty to evaluate. Charts.
Table of Contents
Introduction
Statement of the Problem
General Objective
Specific Objectives
Conceptual Framework
Definition of Terms
Free Voluntary Reading (FVR)
Sustained Silent Literacy (SSL)
Sustained Silent Reading (SSR)
Modified Silent Sustained Reading Reading Workshop
Review of Related Literature
The Ungraded Primary Unit
Special Services
Reading Programs in School Systems
The St. Louis Reading Program
The Philadelphia Reading Program
Evaluation of Reading Programs
Methodology
Durrell Analysis of Reading Difficulty
From the Paper "In the FVR program, the amount of leisure reading and reading achievement are correlated. Program endorses strongly believe that reading promotes reading ? the more the children read the more their vocabulary grows, the more words they read, the more words they can read, and the more reading they can do. Krashen 1993, opines that listening to stories read aloud promotes independent reading. In the same manner, light reading (comics, romance books) positively correlates with achievement. Reading activities such as teacher read-aloud, freedom of choice of reading materials and owning books were motivational."
Abstract This paper explains the main criticisms of ability grouping practices, which refer to reading groups created by the teacher according to the size of the class, students' reading aptitudes, or the distribution of reading aptitudes within the class, are that such practices do not accomplish anything of benefit to students and that they fosters unequal opportunities for academic achievement among different groups of students. The author relates that the goal of guided reading is for instructors to provide an environment that will assist students in their progression toward independent, silent reading by fostering positive attitudes toward reading in students and by aiding students in the development of strategies to extract meaning from reading and to understand the reading process. The paper concludes that an approach that combines grouping strategies with guided reading practices may prove to be the most beneficial option for reading instruction.
Table of Contents
Ability Grouping
Guided Reading A Combined Approach
Conclusion
From the Paper "The Four Blocks approach used guided reading as a crucial component to its instructional strategy. Guided reading was known as the basal block, because the basal reader drove instruction at this level. There are several purposes of this block, including exposing children to a wide range of reading material, teaching strategies for comprehension and challenging children by providing increasingly more difficult reading material. Guided reading provides a base for the following blocks. However, it is difficult to target guided reading practices to students that represent various literacy levels, and inevitably some students are struggling while others are not challenged enough."
