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Advantage of extensive reading
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More handpicked essays just for you.
Advantage of extensive reading
Advantages and disadvantages of textbooks in maths
Importance of Reading
Don’t take our word for it - see why 10 million students trust us with their essay needs.
It was evident Tessa struggled to recognize words at the high school level, committing 33 total errors. Tessa was unfamiliar with prior knowledge and obtained a score of 40% on the concept questions. Tessa did not retain the meaning and her total comprehension score declined to 50%. At the high school level, Tessa comprehension score declined to 50%, signifying the passage was at her frustration level, therefore limited comprehension.
His parents could require him to work out five word problems, with a goal that he work out four out of five (80%) correctly before moving on to higher level problems. As his math and applied problem fluency increases, the problems could be harder and the number of problems per session can be increased (7, 8, 9, 10 word problems per sheet). The focus can still be on 80% of the problems correct even as the difficulty and quantity of problems increase. This is based on “Standard - CC.2.1.4.B.2 Using place value understanding and properties of operations to perform multi-digit arithmetic” and “Standard - CC.2.1.5.B.2 extending an understanding of operations with whole numbers to perform operations including
Adonay has made his best effort to focus at his work in the classroom. His reading has slow progress throughout the year. Although, he reads most-text specific vocabulary, he still needs to decode unfamiliar words using appropriate strategies like blending and segmentation. It is also beneficial to develop his self-correction strategy by attending to meaning while he reads a text. Adonay finds challenging to interpret a text he reads as he struggles to access independently some additional meanings from a text.
and I go back to make the calculation in Spanish. I noticed that took me longer for because of translation. However, Sousa (2015) said that we need to be careful about assuming if a student has a problem with language will have problems with calculations, and vice versa because language and mathematical reasoning areas are in two distinct parts of the
This will support students by working cooperatively with the teacher to increase their understanding of each requirement (Borich, 2011). Focus Student 1 (Above Proficient) was among this group that met or exceeded the standard in every area identified in the rubric. Additionally, student 1 will be provided enrichment activities to progress his learning. I will build upon their knowledge using strategies to increase my student’s understanding of how to prepare an informative explanatory text using topics that consider the audience. These strategies will assist them with providing credible facts and definitions, well developed points, and a concluding statement that is relative to the topic in their text.
However, when students walk into their English classes, no one anticipates for the professor to ask, what does reading mean? The majority, probably have never pondered the question before and almost everyone will likely not have a vivid memory of when they first realize they could read. Alberto Manguel did, when he walked us through his memory of being four years old and discovering he could read, in his essay “Reading Our World Around Us” (5). Manguel also speaks of reading as an acquired sense; beyond eyesight, beyond touch and taste, but a “sense that can decipher, translate and give voice to, reading” (6). Then there is Rick Moody, author of “The Joy and Enthusiasm of Reading,” who proposes that there is no “right” or “wrong” way to read a text.
The math and science is precise and the English a judge call. She also notices the survey indicate that Asian students always do significantly better on math achievement tests than in English. Her exprience and the survey illustrate her ideal that her limitation in English due to the ‘broken English’ environment that she grow up with. She believed that her mother’s English limited her possibilities in life and affected her results on achievement tests, IQ tests, and the SAT. Those fact persuade the readers to understand her logic, and agree with it eventually.
This intrigued them, because many students are “good” readers in the way that they have extensive vocabularies, can recall content, and can read rapidly. They are able to understand texts well, but only on a surface level. This means they can understand the content, but usually fail to understand the purpose of it. Haas and Flower had found that more experienced readers attempted to connect parts of a text to understand what they couldn’t before, or even to just to form a purpose for the text.
Having students fully engaged with a text to achieve meaningful learning requires some components be put in place. The text must be on their appropriate instructional reading level, so as not to frustrate them. The students must have the skills to read and then critically analyze the content. To do this, students must usually have scaffolded instruction on how to analyze a text, for example how to make inferences or connect a topic to its real word application. Students also must have the opportunity to discuss with others the text to deepen their understanding by using others points of view to help deepen their own understanding.
In the journal article The Intersection of Mathematics and Language in the Post-Secondary Environment: Implications for English Language learners the authors describe the challenges English Language Learners (ELLs) face in mathematics courses at a post-secondary level. In addition, they determined four key features of the English language that can hinder ELLs. They determined that these 4 aspects of language can greatly influence how ELLs students perform on math examinations (Choi, Milburn, Reynolds, Marcoccia, Silva, & Panag, 2013, p.73). Furthermore, this article conducts an assessment to determine if performance on a math exam is related to English language proficiency. Sixty students volunteered to participate in the study, twenty-eight
Introduction Lenses on Reading: An Introduction to Theories and Modelsis an excellent read. The authors bring a lot of useful information to not only the field of education but to the classroom. Throughout the book, the authors provided vignettes to show theoretical models in action which gives the reader a visual of how the theoretical model can be applied. The layout of the chapters was in chronological order which is was also helpful.
2. After analyzing the student’s reading assessments, list two reading skill deficits and explain why you selected these as deficits using information from the reading assessments. Be sure to include assessment data in your justification. Skill Deficit #1:
While traveling towards the path of seeping knowledge and analyzing critical ideals, we’ve become absent minded towards the components that gave us the ability to read. Since reading is always a part of our everyday routine, we have lost the idea that when it comes to learning how to read, we must start from the basics. From reading a case study, to reading a letter from a loved one, comprehension, phonological awareness, phonics, fluency, vocabulary, and oral language are the six essential components of reading. Before a child develops the ability to read, they begin to develop comprehension. Comprehension can be defined as the ability to understand.
Communicating is also an important part of the language process as it allows children to connect words, actions, pictures and symbols. Such communication helps children to enhance and develop their meaning. The use of manipulatives and meaning are used to assist children to represent concepts whilst allowing knowledge experiences that can be examined, explained and emulated. However some students struggle to find words used to describe a particular situation or words associated with mathematical meanings. Most of the words and names associated with geometry are from the Greek and Latin language, it is beneficial when teaching children the names of different shapes, that it is, introduced slowly so that children don’t become overwhelmed or confused, simple everyday phrases are beneficial until students become fluent in the language associated with
Reading is the act or skill of reading and Strategy is a plan of action made to reach a goal. Reading strategy is a decisive, intellectual action that an individual acquires when they are reading to help build and preserve meaning. There are two reading strategies that are used mostly in schools, colleges and technical institutions and are taught in communication and study skills course which is extensive reading and intensive reading. Extensive reading is the widening of knowledge of a pointed topic through large quantity reading. It is commonly used for knowing the country and the world as a whole which increases knowledge and widens our perspective though general understanding and pleasure.