History Of Reading Instruction : A Book About A Dog Named Pug

The 2001 Summer Reading Program sought to meet the following goals: (1) provide children in grades pre-K–3 with the opportunity to improve and retain reading skills in order to achieve greater success in school; and (2) encourage parents to participate and play an active role in reading with their children. The data from all stakeholders in the program - libraries, students, parents, and teachers - demonstrate that the Program made great strides towards meeting its

The origins of reading have been continuously changing since the 1600’s. Reading is an integral part of our everyday life, without reading many of us wouldn’t be where we are today. Many important contributions have been made to literacy since the 1600’s. Literacy has been impacted since the pilgrims landed on Plymouth Rock and focused on religion. The government both federal and locally have made changes to how literacy would be instructed. Now a day’s literacy has a bigger impact with test like the Florida Standards Assessment being administered this year where students will no longer need paper and pencil to take a test but a desktop computer, a keyboard and a mouse.

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Reading instruction has undergone many changes since the first colonists settled in America. Hornbooks and battledores morphed into primers and basal readers. Religion played an important part throughout the first half of the history of reading instruction in America. Books grew into stories that were enjoyable instead of remedial. The alphabet played a significant role, as did pictures, when teaching reading. The debates of whole language and phonics has spanned the centuries, leaving no distinct decision. The researcher examined the trends from the 1600s to the present and identified the type of reading

Learning to read is beginning to develop earlier in elementary grades. Students are expected to be emergent readers by the time he or she leaves kindergarten and enters first grade. If a child is not, he or she is labeled as being behind. According to Hughes (2007) emergent readers are using early reading strategies in consistently, read easy patterned text, retell text with simple storyline, and respond to text at a literal level. Hughes (2007) also says literacy develops in young children through play, daily conversation and interactions with text of all kinds. Many children come with emergent literacy skills; can recognize signs and labels, scribble letters, retell stories by pointing at pictures and talking about them, and some have varying degrees of phonemic and phonological awareness. This essay will define and explain implication for each theory in learning to read.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

In this article Laying, Twyman, & Stikeleather discuss the Headsprout Reading Basic program. Despite the great amount of time and money spent on numerous reading programs, today’s many elementary students are still struggling academically, especially reading. Headsprout Reading Basic Program was scientifically designed and revised to help reach all students be successful readers.

A doctor once said ‘the more that you read, the more things you will know. The more you learn, the more places you’ll go’. That doctor was, of course, Dr Suess in his book 1978 book, I Can Read with My Eyes Shut!. Reading is the orchestration of many skills. It is much more than simply decoding words. The National Reading Panel Report (A Closer Look, 2004, p. 1) summarised a child’s reading process and teachers’ effective reading instruction into five essential components. These five critical elements are phonological awareness, phonics, fluency, vocabulary and comprehension. Each element is individually important; however, each cannot occur independently of one an other. The most effective way to teach these elements is through a balanced

Being a current educator of 3rd grade, has really opened my eyes to the great demand of reading resources needed in producing successful outcomes in our students. Before completing this graphic organizer, my prospective of a reading coach was incredibly small. I always viewed the educator as the one, who wears all the hats, such as, providing resources needed for student growth, administering exams, and evaluating and interpreting student data. Borah (2012) describes an educator as a cultivator, a potter, and a human specialist. However after carrying out this graphic organizer, I now have new found respect for reading coaches. The International Reading Association (2000) examines a reading coach as the provider of guidance and instructional mastery for the counteractive action and remediation of reading troubles. The role of a

Using guided reading could be another way that educators tap into individual students and their needs. Abbott, L., Dornbush, A., Giddings, A. & Thomas, J. (2012) found that students in four kindergarten and first grade classrooms were identified as having poor reading strategies. They were lacking processing, comprehension, phonics, phonemic awareness, vocabulary, and fluency skills. Site A included 712 students and site B served students ranging from 3-8 years of ages with a total enrollment of 577 students. The researchers used a parent survey to gain insight into the students reading habits at home. They also used an observational checklist. It was used to observe students’ behaviors during whole group and small group instruction. Researchers also used baseline assessments. The reading strategies that were implemented were successful. Through the use of guided reading, small instruction groups, students were provided ample support and time to utilize new

This topic matters to me because I did have difficulties reading up until the age of 11. Throughout all of elementary school and most of middle school I was in an extra reading class and I think if someone

Families are often encouraged to provide a variety of reading material for their children, especially at an early age, to give children plenty of options when learning how to read. When children are provided with a variety of reading material at home, they see that a high value is placed on reading. If parents value reading at home, children tend to value it also, and the more a child is encouraged to read at home, the more they will want to engage in reading in general. By being involved in their child’s reading development, parents can give their children a firm foundation to reading prior to entering grade school which will lead to a lifetime of reading enjoyment and

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.