Pre-Reading Curriculum Strategies Term Paper by Nicky

Pre-Reading Curriculum Strategies
An overview of three types of pre-reading curriculum strategies.
# 147236 | 2,753 words | 8 sources | APA | 2011 | US
Published on Mar 04, 2011 in Education (Reading) , Education (Teaching Methods) , Education (Elementary School)


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Description:

The paper explores the research on the methods of phonetics instruction, high-frequency word instruction and syllabic analysis and their efficacy. The paper briefly reviews one type of assessment tool, the Yopp-Singer test of phonemic segmentation and concludes by emphasizing the value of pre-reading skills.

Outline:
Introduction
Phonics
Syllabic Analysis
High-Frequency Words
Phonemic Awareness Assessment
Conclusion

From the Paper:

"One of the most difficult intervention periods falls within a significant period of childhood learning that can and often does result in the child either learning or not learning the skills he or she needs to go on to become and independent learner. Pre-reading skills that are learned between pre k and 1st grade determine the ability of a child to eventually (and in a relatively short period of time) build the skills he or she needs to become independent readers by the close of the 1-2 grades. Yet, screening children for early intervention can be difficult, as the signs and symptoms of a child "falling behind" can emerge in a number of ways and can easily be ignored as a limited problem that will resolve itself with greater learning. Teaching core reading skills in such a manner that students are well prepared to move on and become independent readers is one aspect of education that cannot be ignored, as early failures in several or even one key aspect of reading and pre-reading learning can easily set a child back or worse, create in that child a concept of failure and a mental block with regard to reading."

Sample of Sources Used:

  • Blachman, B. A. (1996). Chapter 27 Phonological Awareness. In Handbook of Reading Research, Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (Eds.) (Vol. 3, pp. 483-496). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Fielding-Barnsley, R. (1997). Explicit Instruction in Decoding Benefits Children High in Phonemic Awareness and Alphabet Knowledge. Scientific Studies of Reading, 1(1), 85-98.
  • Holt, D. E. (2002). The Mouton Interactive Introduction to Phonetics and Phonology and Phonetics: An Interactive Introduction. Language, Learning & Technology, 6(3), 37.
  • Kamii, C., & Manning, M. (2002). Phonemic Awareness and Beginning Reading and Writing. Journal of Research in Childhood Education, 17(1), 38.
  • Manning, M., & Kamii, C. (2000). Whole Language vs. Isolated Phonics Instruction: A Longitudinal Study in Kindergarten with Reading and Writing Tasks. Journal of Research in Childhood Education, 15(1), 53.

Cite this Term Paper:

APA Format

Pre-Reading Curriculum Strategies (2011, March 04) Retrieved July 05, 2020, from https://www.academon.com/term-paper/pre-reading-curriculum-strategies-147236/

MLA Format

"Pre-Reading Curriculum Strategies" 04 March 2011. Web. 05 July. 2020. <https://www.academon.com/term-paper/pre-reading-curriculum-strategies-147236/>

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