...every generation. Even though being able to read and specifically being literate is necessary to success in today’s society, many students have negative attitudes in regards to reading. In addition to their negative attitude, today’s student also has a plethora of other activities available for them to do rather than pick up a good book. As we continue to grow as a society in our educational and work endeavors, students now more than ever, need to change their attitude in regards to reading. This paper outlines the trends and attitudes of fifteen ninth grade students in rural West Virginia. Why Attitudes? The word attitude can be defined in a number of different ways and everyone has an attitude towards most things in their life, including reading. Alexander and Filler (1976) proposed a definition for read-specific attitudes. Their definition stated that a reading attitude is a system of feelings related to reading which causes the learner to approach or avoid a reading situation (Alexander & Filler, 1976; Verhoeven & Snow, 2001). It is important to understand the attitudes students have towards reading for two major reasons. One, attitude can affect the level of reading ability that a student eventually achieves. One’s attitude can have an influence on the amount of practice a student puts into reading as well as the effort they put into their practice. The other factor is how one’s attitude can effect if they choose to read or not. Even students we are fluent readers...
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...How to Read a Book, v4.0 Paul N. Edwards School of Information University of Michigan www.si.umich.edu/~pne/ This article may be freely distributed for any non-‐commercial purpose, provided that nothing is added or removed, including this copyright notice. Commercial use of this material is expressly prohibited . Quasi-‐permanent URL: pne.people.si.umich.edu/PDF/howtoread.pdf COPYRIGHT 2000-‐2008 PAUL N. EDWARDS. ALL RIGHTS RESERVED. How can you learn the most from a book — or any other piece of writing — when you're reading for information, rather than for pleasure? It’s satisfying to start at the beginning and read straight through to the end. Some books, such as novels, have to be read this way, since a basic principle of fiction is to hold the reader in suspense. Your whole purpose in reading fiction is to follow the writer’s lead, allowing him or her to ...
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...How important are books in your life? I would like to show how important they are and can be for you in the future. Through reading them or just looking at the pictures. When you first look at a book, you may wonder how the plot will turn out. The first stage of this book talks about burning a book. Stage one- “Do you mind if I ask? How long’ve you worked at being a fireman?” “Since I was twenty, ten years ago.” “Did you ever read any of the books you burn?’ He laughed “That’s against the law!” (Page 5) How would you feel if your books were burned? I am glad that they are not against the law. With a book you could have quite a fire or start a fire with books. I really like reading books that you can understand and know the truth of...
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...READ WRITE LEARNING: ANALYSIS OF MY LEARNING Read Write Learning: Analysis of my Learning Strategy using the VARK Questionnaire Claudette Bryson Grand Canyon University Read Write Learning: Analysis of my Learning VARK is the acronym used to represent, Visual, Aural, Read/Write and Kinesthetic sensory learning strategies that are used to detect the learning style that is best for an individual. Each individual has a specified style of learning which can easily be identified with the use of the VARK technique. The VARK learning strategy was developed by Fleming (1997) to measure the difference in learning styles. The VARK technique can easily be identified by completion of a questionnaire provided online. Four different learning strategies reflected the experiences of teachers and students. Read/Write is the participant’s or learner’s learning style (VARK Questionnaire, 2006). The analysis that will be explored by the participant is the Read/Write learning style along with the multimodal techniques that are intertwined within the participants learning strategy. A contrast will be outlined by the learner to compare between the strategies outlined by VARK analysis and that currently being used by the learner. Sayles states that, Read/Write preference, that is, “information displayed as words, many teachers, and students have a strong preference for this mode” (Sayles...
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...(intro)There have been multiple great and informational books that have been banned from schools. For example of Mice and Men was banned 48 times.Communities, and Parents decide to ban these types because they’re either inappropriate or they just don’t like the books. I feel like communities, and Parents shouldn’t be able to or have a right to ban these books. (argument and explain your side)Communities, and parents will want to ban these types of books if they have swear words in them, involve sexual content, and contain violence. Some parents don’t want their children to be reading these books so they try and get a group of people together so that they can ban the book. In my opinion a community, or parents within the community shouldn’t...
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... |ENV/100 Version 2 | | |Principles of Environmental Science | Copyright © 2011, 2009 by University of Phoenix. All rights reserved. Course Description This course will provide students with the scientific principles, concepts, and methodologies that are required to identify and analyze risks associated with environmental problems, and examine alternative solutions for resolving or preventing these problems. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Berg, L. R., & Hager, M. C. (2009). Visualizing environmental science (2nd ed.). Hoboken, NJ: Wiley. All electronic materials are available on the student website. |Week 1 |Details...
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...and contrasting two of the essays that I have read. Malcolm X “Learning to Read , with Frederick Douglass “Learning to Read and Write”. Both Frederick Douglass and Malcolm X set a part an extensive amount of details to describing the process by which they learned to read and write, and, as important, the obstacles that they they confronted. Douglass explains that he had to acquire his reading and writing skills in secretive and, in one of the Important quotes from “Learning to Read and Write” regarding literacy, it said, “he had no regular Teacher” (para .1), and his owner and his mistress consider slavery and education to be incompatible, Douglass equates illiteracy with living in a” mental darkness” (para.1) and, from an early age he devotes Himself to learn first how to read and then how to write by the help of the young white boys. Just as with X, Douglass thrills at the challenges of learning to read and write and, sees this as part of the road to his salvation from “mental darkness” that once enslave him. Similary, X responds responds to his passion to learn to read and write by creating the conditions that made such learning possible despite some challenging circumstances. While in prison, X teaches himself to read by going through dictionary page by page. In order to remember what he has learned, he copied every single page. He explained in one of the important quotes from “Learning to Read”, “I’d never realized so many words existed!...
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...was in kindergarten, I read for close to an hour every day. I would read every book I could find from picture books to graphic novels. Because I read so frequently, I felt like I was well ahead of my classmates when it came to academics. This changed once I got to fifth grade and received my first phone. I started to read less often, and this had a slight impact on school. Although I was still a smart kid, my peers began to catch up to me, and I suddenly wasn’t so advanced academically. The book Fahrenheit 451 acts as an appropriate comparison for the importance of books and knowledge, and can be connected to the evolution of my reading habits. The novel describes a world where owning and reading books is illegal. The protagonist, Guy Montag, begins to question the reasons behind the law against books, and the novel details his adventures. This novel is relevant because reading has become less important for people, especially...
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...Birkerts wrote Why Read?:Exploring the link Between Literacy and the Imagination. The article was originally published in the March 2012 edition of the School Library Journal. The purpose of the article was to encourage the reader to read more and to think of reading as a way to better yourself. “When I think of how childhood reading might be changing, it’s this one human attribute that I worry about most.” On page 2 paragraph 6. His reason for this quote is it's saying when you are a child it is an important thing to read so you can start enjoying it at a younger age. The part where he says he worry’s means he knows as time goes on, more and more children don’t read and their parents don’t make them. He doesn’t want kids to stop reading because it’s that important. The reason it’s so important is because while you’re younger your brain is still developing...
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...Study Method A. Kent Van Cleave, Jr., Ph.D. Why use a study method? Perhaps you have noticed recently that everyone, especially in the news media, is talking about something called the information revolution. This term refers to some profound changes that have affected most aspects of our lives and that have been caused by computers. In the workplace, information technology has caused many work organizations to completely restructure themselves. Electronic data interchange has helped companies closely link themselves with their customers and their suppliers. Computers have made mass production obsolete by giving manufacturers the ability to customize the product exactly the way the individual customer wants it. (Look for the big auto manufacturers to have Websites soon where you choose nearly every feature on your car, apply for a loan to buy it, and then specify where it will be delivered, all without having to go to the showroom.) Computers have also automated many jobs, including those of many middle managers. The result of this has been fewer levels of management in large organizations and higher productivity in the production facility. For most products, the cost of the goods on store shelves has dropped dramatically over the last ten years. But this explosion of information technology has its challenges in the workplace, too. Because of it the pace of change has increased. Work organizations find that they must continually adapt as technology progresses. And...
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...to school and learn to read at the appropriate age level that is expected of them. Growing up in Missouri, literacy was not an issue that concerned me. I did not especially like reading, but it was a normal part of school so I just did as I was told. It was not until a school program called “Book It” came to my school that I realized being literate is not only important, but that reading can also be fun and actually exciting. I grew up more concerned with how my recent baseball game went or what I was going to do with my guy friends on the weekend. “Book It” taught me not only to enjoy reading but respect the opportunity to get to read whenever I wanted. My outlook on reading completely changed when I was in elementary school. I was coaxed into reading by being rewarded pizza if I read so many books. Since then I have realized the value of being literate and how important it is to not only myself, but to society as a whole to be able to pick up a book, read, and comprehend what the author has laid out before us. Perhaps you are not familiar with the “Book It” program, so laying some groundwork is important. The basic concept of the program is that reading a designated amount of books (during my years in the program it was ten books) equated into receiving a free personal pizza at Pizza Hut. This may seem trivial to adults, but as a nine-year-old boy, the reward was everything. Upon hearing about the program in school, I just wanted to read ten books so that I could...
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...Readings C. Assessment 1. Giving exam 2. Giving assignments 3. Book report 4. Impromptu Speech 5. Story Mapping INTERACTIVE Story Retelling Retelling is a reading skill that demonstrates comprehension. Retelling is the ability to read or listen to a story, then summarize it in paraphrased form. Children begin learning the basics of retelling in kindergarten where teachers start to informally assess the students' overall understanding of a story. Retelling is a useful assessment tool throughout school because it can measure simple to advanced comprehension, as well as help the students improve their listening and speaking skills. Instructions 1. Review retelling strategy. Model it again for those who may struggle. Read a short story aloud to the class, then summarize the important details in the correct sequence. Write each summarizing statement on chart paper. Number the statements so students understand how to retell in the order that events happened. 2. Choose an instructional level text, like a short story from a reading book or a chapter from a novel, that is leveled for the grade you teach. Preview the material by looking at pictures or discussing the main characters and the setting. This helps students build background knowledge and make connections between the story and their own real-life experiences. (SoftLayer® Official Site More Custom Hosting From A Trusted Source. 24x7 Support. Chat...
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...Six Reading Myths ©Academic Skills Center, Dartmouth College 2001 MYTH 1: I HAVE TO READ EVERY WORD Many of the words used in writing grammatically correct sentences actually convey no meaning. If, in reading, you exert as much effort in conceptualizing these meaningless words as you do important ones, you limit not only your reading speed but your comprehension as well. MYTH 2: READING ONCE IS ENOUGH Skim once as rapidly as possible to determine the main idea and to identify those parts that need careful reading. Reread more carefully to plug the gaps in your knowledge. Many college students fell that something must be wrong with their brain power if they must read a textbook chapter more than once. To be sure, there are students for whom one exposure to an idea in a basic course is enough, but they either have read extensively or have an excellent background or a high degree of interest in the subject. For most students in most subjects, reading once is not enough. However, this is not to imply that an unthinking Pavlovian-like rereading is necessary to understand and retain materials. Many students automatically regress or reread doggedly with a self-punishing attitude. ("I didn't get a thing out of that paragraph the first time, so if I punish myself by rereading it maybe I will this time.") This is the hardest way to do it. Good reading is selective reading. It involves selecting those sections that are relevant to your purpose in reading...
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... Orientation Checklist Congratulations! Now that you have completed your Student Success Plan, it is now time to put your plan into action. If you need help in reviewing your Student Success Plan, please contact your Admissions Representative or another Graduation Team member. The purpose of the Orientation C hecklist below is to give you a quick view of your priorities in this Orientation class. You can print this checklist to keep track of your successfully completed assignments. Your checklist will also be available to you in the Orientation via the Student Success Plan link in the Module 1 overview. The checklist in the classroom will update with checkmarks as the assignments are successfully completed. In addition to using the checklist, it is important to visit the Gradebook to receive your professor's feedback. Once again, thank you for completing your Student Success Plan. We look forward to supporting you as you achieve your academic goal To begin, visit the C ampus C ommon to access your Orientation class. The first thing that you will see in the classroom is the professor's Announcements. Read these first, then continue to the materials under C ourse Home in the classroom navigation bar on the left. Course Home Readings Announcements C ourse Home Lectures Module 1: Introduction Readings All Module 1 lectures Assignments Assignment 1: Introduce Yourself Assignment 2: Student Success Plan Module 2: Technical Skills for Online Learning Readings Technical Requirements...
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...Chapter 6 1. What were some interesting details of the reading? Whenever we read, we need to transfer the written words to actual meaning behind it. This process requires us to apply intelligence thinking, which are analytical thinking, critical thinking, and practical thinking. In other words, we need to understand whatever we have read, or reading becomes useless. Our ability to understand, reading comprehension, can be improved through some strategies, such as building vocabulary, setting stage, SQ3R, and so on. Additionally, how we read affect the effectiveness of our study dramatically (Summarized from Keys to Nursing Success chapter 5). 2. As you were reading this chapter, what questions did you raise? Q1: How can I build my vocabulary? Q2: In the SQ3R study method, what am I missing? Q3: What is my major...
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