Reading

students lives.” Reading and writing should occur often and children should present this need as a free-will. Literary usage should offer a wide range of materials, genres, audiences and the ability to self-reflect and think critically. Amelia as a reader, always seems to find the time to read in class. She finds reading very satisfying and rewarding, while also reflecting critically what she has read. I say with great confidence that Amelia continues to expand her appreciation for reading. She reads

I am not gluttonous reader, but a passive English student who finds the process of reading and writing to be a pain.Weeks at a stretch where I don’t flip a page is uncommon. Insufficient amounts of reading aggravates my writing ability, making me incompetent, and taking a toll on my confidence. Thus, I credit myself as an intermediate level English student because of how much interest I have and the content I choose to read. After all, interest sparks motivation, and without any motivation hinders

was reasonably literate. One vivid memory I have that always comes to mind when I think of how I started reading was of my sister teaching me. We had these square little red Dora the Explorer books that were only 4 pages. My sister would have me read them out loud and waited patiently as I tried to figure the words out and get the pronunciation right. She made sure I was fluent in my reading abilities for that day before I could go play.     As a kid I wrote little notes and gave them to my family

go together to tell a story. Reading books to the students and showing them which direction the words flow and spaces between words helps contribute to their understanding of speech and print. Our textbook talks about many different strategies including the use of big books for reading aloud. For example, it states, “The big book allows all children to see the text, enabling them to participate in the reading of the story” (Vacca, et al., 2015, p. 117). When reading a story that the students can

I hate reading. This mantra ran through my head with the bitter intensity of a six-year-old's anger. I could be watching the crackling fireplace with imagined fairies that darted through the flame and lived in houses made of burning wood. I could be climbing the trees with branches that stretched twig fingers toward the endless sky. I could normally be doing a myriad of different possibilities, but not today. My mother claimed I needed to learn to read before second grade began, and trapped me in

In elementary and middle school I took up more reading because I could read what I wanted and when I wanted to read it. My reading level was two years ahead of my grade, so I could read most books that I knew about. The first book series I started reading was the Magic Tree House series. I loved the fantasy involved in these books. They could intrigue me and leave me wanting to read more and more. I was a kid just like the main characters in the series, and so I found them easy to relate to. Then

Sustained Silent Reading According to Ivey and Fisher (2005), the use of Sustained Silent Reading has long been a practice in the United States. Lyman Hunt proposed an independent reading program in the 1960s, and it was implemented in many public schools in the 1970s (Jensen and Jensen 2002). Originally it was called Uninterrupted Sustained Silent Reading (USSR). He noticed that that when students were allowed to choose reading materials, which interested them, the students increased reading levels (Hunt

One hundred and sixty-eight third through fifth grades students' at this school site reading achievement is at or below the second-grade level. Students in Grades 3 through 5 are reading two to three grade levels below expected level. There are two areas in which the reading process is involved. These areas are word recognition and comprehension. As students become better at decoding words, the expectation is that they will develop the ability to read words quickly or automatically. Many students

The role of the reading specialist is to be able to teach all children to read, which requires that every child receive excellent reading instruction and that children who are struggling with reading receive additional instruction from professionals specifically prepared to teach them. Teaching all children to read also requires reading specialists in every school because the range of student achievement in classrooms, with the inclusion of children who have various physical, emotional, and educational

In the surviving sources, there are many more explicit references to reading aloud than to reading silently, which suggests that reading aloud was more common. Nevertheless, there is evidence in ancient literature that reading silently was both possible and “unremarkable” (McCutcheon 2). Reading silently and reading aloud are not practices at odds with each other; while reading aloud was almost certainly more conventional, reading silently was not necessarily abnormal. In fact, the available evidence