...Running Head: IDEAL READING PROGRAM FOR FIRST GRADE Ideal Reading Program for First Grade Susan McClough EDUC 554 Liberty University June 28, 2013 Reading happens to be the most important factor in everyone’s live. Every subject and every aspect of a person’s life involves reading. According to Shanahan and Shanahan (2008), “Reading is commonly viewed as a basic set of skills, widely adaptable and applicable to all kinds of texts and reading situations.” Teachers have a responsibility to ensure that each student that enter their present have a strong foundation in reading. The bible identifies teacher’s roles in 2 Timothy 3:16, “All scripture is breathed out of God and profitable for teaching, for reproof, for correction, and for training in righteousness. Teachers have a responsibility to ensure they provide instructions that will promote growth for all students. Although students have various learning styles, teachers can successfully teach reading through differentiated instructions. Many teacher fail to integrate reading into their subject because they often feel like they do not have the tools need to successful implement the content area (Wilson, 2011). In this paper, I will address the how ideal reading programs for first grade students should include phonemic awareness, phonics, fluency, vocabulary and comprehension to ensure the success of each student in reading. Phonemic awareness Phonic awareness is an important part of a strong reading foundation for...
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...Phonics instruction teaches children how to connect the sounds of spoken English with letters or groups of letters. Emergent readers need to understand that there is a relationship between letter patterns and sound patterns, which will eventually help them develop the knowledge of separate sounds in words. Phonics has been identified by the National Reading Panel as one of the five areas necessary for reading (Doty, Hixson, Decker, Reynolds, & Drevon 2015). It is widely used in teaching children to read and decode words. Phonics instruction is usually taught to children around the ages of five and six (Yusuf & Enesi 2012). Phonics programs do more than teach children to blend, decode, and segment words, they also include instruction and...
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...Magical Solution for Urban Schools Reading Intervention Programs LaKisha Overton Kaplan University CM220 Professor Kerr March 31, 2014 A Magical Solution for Urban Schools Reading Intervention Programs Reading can be the gateway to a new world. Unfortunately today there are large numbers of inner city elementary school children who struggle with reading daily. For example, “According to the 2012 Maryland School Assessment, 34.5% of Baltimore City 3rd graders are reading below grade level, a figure that is double the state average” (Baltimore City Library Project, 2014, para.1). It’s the duty of inner city school districts to make changes that will embrace the issues which are effecting the academic growth of children. The letters in words are symbols and those letters make sounds. Putting them all together equals reading, and reading is the key to a child’s future independence. That independence allows them to be positive contributors to society. As well as prepare them to maneuver daily technological advances in our society. A child without a solid reading foundation could be led on a path to becoming a high school dropout. “One in six children who are not reading proficiently in the third grade do not graduate from high school on time” (Baltimore City Library Project, 2014, para.1). Many children have low to poor academic achievement. Multisensory reading intervention can be the solution to help break the cycle of poor reading skills amongst children in urban environments...
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...a language can be taught in a way that would be better and easy to understand. The students that I will deal with are those of grade one and two. Learning activities highly influence on how a student appreciate. Making sure that learning activities are of high quality which can be coupled with situations gives the students’ different perspectives which they can appreciate. They are several relevant skills that are a student is supposed to practice during learning. The skills are clarification, value analysis and problem-solving. The experience which students get during learning are the ones that give the opportunity...
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...FOREWORD..................................................................................... i Chapter 1: INTRODUCTION................................................... 1 I don’t believe it!.................................................................. 1 Why teach babies to read?.................................................. 1 Shouldn’t I teach the alphabet first?..................................... 2 What if my baby doesn’t enjoy reading?............................... 2 What are the learning methods for babies?.......................... 2 Chapter 2: WHY TEACH READING EARLY?........................... 3 Babies are linguistic geniuses.............................................. 4 Isn’t learning to read supposed to be difficult?..................... 5 From speaking to reading … a giant leap?........................... 6 Reading’s place in history.................................................... 7 The promise of early reading................................................ 8 Early reading can prevent dyslexia....................................... 9 Chapter 3: WHOLE LANGUAGE VS PHONICS...................... 12 Why teach whole language?................................................ 13 Why teach phonics?............................................................ 14 The dyslexia debate............................................................ 16 The voice in the head.......................................................... 17 Earlier is easier..................
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...National Reading Strategy February 2008 All rights reserved. You may copy material from this publication for use in non-profit education programmes if you acknowledge the source. For use in publications, please get the written permission of the Department of Education. Department of Education Sol Plaatje House 123 Schoeman Street PRETORIA Private Bag X895 PRETORIA 0001 ISBN 177018-062-1 1 Acknowledgements The Department of Education (DoE) wishes to acknowledge the following individuals and organization who contributed in the development of National Reading Strategy: 2 Contents Page numbers 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2. Why improve reading? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3. The situation in South Africa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 4. Specific challenges in implementing the National Reading Strategy . . . . . 8 i) Teacher competency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 ii) Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 iii) Teaching conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 iv) Print environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 v) Language issues ...
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...Curriculum Guides for Academic Interventions Sheila Klemann Grand Canyon University Abstract Curriculum Guides for Academic Interventions The following is a curriculum guide intended for special educators to teach reading and writing skills to primary students with EBD. Reading and writing are closely related, mutually supportive linguistic activities. Therefore, developing beginning reading skills through writing activities is an effective approach. Writing requires careful scrutiny of the sound and sequence in order to write words correctly and it is this cognitive process that enables the child to become proficient in the phonetic analysis skills that are the foundation of the reading process. This guide will include principles of effective instruction and some teaching strategies used to address the needs of students with EBD. At times it will refer to principles governing behavior that impact the outcomes of instruction. It will include some instructional lessons for teaching primary reading and writing, the steps to achieve the objectives and assessment procedures to insure the efficacy of interventions. Since there hasn’t been many scientifically based studies of EBD specific to these subjects (Yell, Meadows, Drasgow, & Shriner, 2009), the guide will show how a task analysis can be used to design an effective lesson. Teaching children with EBD is compounded by the fact that their behavior problems are often caused by...
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...Professor Lisa Edmunds EDU411 Reading & Cognition course How Children Learn To Read The success of a child’s educational future is dependent upon their ability to read, and without their ability to read, a person cannot enjoy all this world has to offer, such as reading about world history, reading a letter from a friend, or learning a new language. Reading unlocks doors that would otherwise be locked forever. In recent years, there has been a great deal of debates on the methods used to teach our children how to read; parents and teachers need to determine whether the whole language, phonics, or the combination of both methods is the most adequate approach for teaching children how to read. Thomas Hopkins Galluadet first developed the whole language method in the early 1800s. The method was originally developed for deaf mutes because they were completely unaware of phonetic sounds for letters. The whole language method teaches children how to read with complete words, rather than breaking them into parts or syllables. Children are repeatedly drill with simple words until they can recognize the by sight, and then they are introduce to more complicated words. The whole language approach is considered more creative and interesting for a child who is eager to learn. In a whole language learning environment the teacher would read aloud or tell stories more often than in a phonetic learning environment. Reading books aloud is consider a very...
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...AED/202 Reading and Writing Development Sandy Mackey June 28, 2013 Kristen Weiss Reading and Writing Development As a future educator I believe that reading and writing is the utmost import thing in a child’s education. Without these two skills a child will not be able to succeed in school. For my essay, I chose two age groups that I want to teach; middle childhood, ages six through ten, and early adolescence, ages ten through 14. The reason I chose these two developmental ages is because I believe that children enjoy learning; they are like sponges, always trying to absorb as much as possible. The reading development in middle childhood children and early adolescent childhood children seem somewhat different. Middle childhood children start by identifying letters and matching letters with individual sounds, knowing what a word is, and interpreting spaces and punctuation are the earliest building blocks for reading skills (www.education.com). Early adolescent childhood children, usually do not have an issue with reading; they can identify vocabulary words in a book and sound out the words. Children of this stage usually enjoy reading. Writing skills for both middle and early adolescent children develop in the same way as their reading skills. Middle childhood children are more focused on what they are writing, their spelling, spacing, punctuation, and coherence has improved (www.education.com). As for the early adolescent children...
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...TEACHING EMERGENT LITERACY Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words The basic components of emergent literacy include: * Print motivation: Being interested in and enjoying books. * Vocabulary: Knowing the names of things. * Print awareness: Noticing print, knowing how to handle a book, and knowing how to follow words on a page. * Narrative skills: Being able to describe things and events and to tell stories. * Letter knowledge: Understanding letters are different from each other, knowing their names and sounds, and recognizing letters everywhere. * Phonological awareness: Being able to hear and play with the smaller sounds in words TEACHING BASIC COMPREHENSION SKILLS Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension. 1. Monitoring comprehension Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension...
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...sounds and clarity a student hears. Since this hearing loss is permanent and cannot be repaired, early identification and intervention is a must in these cases. The last type of hearing loss is Mixed Hearing, which combines the characteristics of the previous two types. Hearing loss can cause delay in development of receptive and expressive communication skills, resulting in learning problems and reduced academic achievement. Communication difficulties can also lead to limited social skills and poor self-confidence. Students with hearing loss have difficulty with all areas of achievement, especially reading and math. The involvement of parents and schools can be a strong impact on the students’ level of achievement. Language development is the basic requirement for success, as most students will experience a language delay and may require interpreters or assistants for communication. It is more difficult for students with hearing loss to learn to read using phonics. They comprehend and produce shorter sentences and have difficulty understanding and writing complex ones. Students are higher achievers in Math than in Reading, as they don’t need to listen to math when figuring it. If you teach the student basic number signs, they can connect math to sign language, in...
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...Reading Philosophies Tammie Johnson Grand Canyon University: EED 470 December 12, 2012 Reading Philosophies One of the biggest issues that teachers continue to face in public schools is teaching students how to read. With the No Child Left Behind act in place, teachers are being required to use different approaches to get the students more involved in their learning process. In this essay we will discuss two philosophies that are being used in schools today, and those philosophies are Constructivism and Explicit Instruction. Teaching strategies have long generated debate and ideological controversy, especially as to ‘best practice’. Two clear orientations have provided the basis for this controversy: direct (or explicit) instruction, and student-centered constructivist approaches ((Rowe, 2006, p. 1). In order to develop good reading skills, the teacher must first determine which philosophy will benefit his or her students in the classroom. From a constructivist view, the teacher would use a student-centered approach and the students would learn by constructing their own knowledge and meaning through the use of hands-on and problem solving activities. Also from a constructivist standpoint the classroom environment would consist of open discussion about various topics that would build a foundation for reading on what the students already know by sharing their personal experiences through writing personal journals and narratives. Also in a constructivist classroom the student...
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...Reading (process) From Wikipedia, the free encyclopedia For other uses, see Reading (disambiguation). Miss Auras by John Lavery, depicts a woman reading a book. Youth reading, Persian miniature by Reza Abbasi, 1625-6 Part of a series on Reading Language Language Writing Writing system Orthography Braille Types of Reading Slow reading Speed reading Subvocalization Learning to Read Learning to read Comprehension Spelling Vocabulary Reading disability Dyslexia Reading for special needs Reading Instruction Alphabetic principle Phonics Whole language Phonetically Intuitive English Literacy Literacy Functional illiteracy Family literacy English orthography Lists Languages by writing system Management of dyslexia v t e Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe...
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...Formulation 2 Abstract This experiment looked at the Effects of the Presence of Flashcards with Jumbled Letters to the Word Formulation. The participants has a total population of 48 Grade 3 pupils at Sta. Cruz Elementary School in Sto. Tomas, Batangas. The population is divided into two groups by randomization: 24 pupils in the control group and 24 pupils in the experimental group since the researchers used the between subjects design. The control group received the normal way of giving spelling activity, the oral dictation of words. The experimental group received also the oral dictation of words but they are also shown flashcards with jumbled letters of the words that are being spelled. The computed value of t was – 1.7 and is less than the tabular value, 2.021 with df of 46 and the α of .05. This means that the presence of flashcards with jumbled letters has no significant effect on the word formulation of Grade 3 pupils. Word Formulation 3 Methodology This experiment was conducted at Sta. Cruz Elementary School in Sta. Cruz, Sto. Tomas, Batangas. The subjects of the experiment were taken from the total population of 48 pupils of Grade 3. They were randomly divided into two groups: 24 pupils for the control group and 24 pupils for the experimental group. The experimenters used the normal way of giving spelling or the oral recitation of words to the pupils on the control group. Materials such as flashcards were used by the experimenters to show the jumbled letters...
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...------------------------------------------------- Nursery rhyme From Wikipedia, the free encyclopedia See also: Children's music and Children's song Illustration of "Hey Diddle Diddle", a popular nursery rhyme A nursery rhyme is a traditional poem or song for young children in Britain and many other countries, but usage only dates from the late 18th/early 19th century and in North America the term Mother Goose Rhymes, introduced in the mid-18th century, is still often used.[1] Contents [hide] * 1 History * 1.1 Lullabies * 1.2 Early nursery rhymes * 1.3 19th century * 2 Meanings of nursery rhymes * 3 Nursery rhyme revisionism * 4 Nursery rhymes and education * 5 See also * 6 Notes ------------------------------------------------- History[edit] Lullabies[edit] Main article: Lullaby The oldest children's songs of which we have records are lullabies, intended to help a child sleep. Lullabies can be found in every human culture.[2] The English term lullaby is thought to come from "lu, lu" or "la la" sound made by mothers or nurses to calm children, and "by by" or "bye bye", either another lulling sound, or a term for good night.[3] Until the modern era lullabies were usually only recorded incidentally in written sources. The Roman nurses' lullaby, "Lalla, Lalla, Lalla, aut dormi, aut lacta", is recorded in a scholiumon Persius and may be the oldest to survive.[4] Many medieval English verses associated with the birth of Jesus take...
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