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In Completing The Reading And Attention Simulation Experiences

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I agree, getting additional help from a peer is easier and less daunting than asking the teacher for help. Like you've stated it is sometimes difficult to understand the teacher despite the number of times that they go over it with you. A peer may have the ability to teach the method to you in a way that you understand. And yes, working with the student the tutor is able In completing the reading and attention simulation activities, I was able to get an idea of the struggles that some exceptional children experience. I completed the decoding activity and the memory activity for to understand the difficulties of children who struggle with reading. The visual acuity activity and the auditory activity were apart of the attention section, …show more content…

This exercise allowed me to understand the importance of knowing phonemes. In completing the activity, I realize that being able to connect the phonemes that I hear to what I read is quite difficult if I have an issue with decoding. The activity instructed me to read a paragraph that had incorrectly written phonemes, by using the given phoneme translation key. For example, “q” was incorrectly used for either “d’ or “t” or “a” and “e” were replaced with one another. Decoding the words with the key was extremely difficult at first, but it got a little easier as I continued to read the paragraph. The activity was tricky in that there were some words that seemed correct because they were actually words, making me think that I didn’t have to worry about the word, but in reality, I did because it didn’t fit in with the message of the paragraph. In order for me to improve my decoding skills, the teacher should consider connecting my reading with spelling, by introducing the letter sounds as they are being taught in reading and making me identify words from the text that match what I am learning in phonetics. Having additional opportunities to practice and using decodable while I read will also be beneficial to my future

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Additionally, Brian’s parents may want to send his teacher the results of their tutoring sessions every week to show the teacher what they are doing and how they are progressing and have her check and sign off on the work provided. The teacher could also offer recommendations and suggestions for Brian’s parents in regards to their tutoring work. The actual tutoring would take place twice a week, on Tuesday and Thursday evenings with the teacher being sent a report on Friday. On Friday the teacher could send feedback home to the parents and over the weekend the parents could review the feedback and develop the next week’s tutoring

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Goal: When reading a 5th grade passage and a word is unknown, Scott will be able to use the context clues, word roots, prefixes, suffixes and inflectional ending within a passage for 3 out of 4 trials. In reading, Scott is diligently working on expanding his vocabulary words. When Scott comes to a word that he doesn’t know he is able to figure out the meaning within the context, but he doesn’t know how to pronounce the word. He has been working on expanding on his vocabulary range of words that are of grade appropriate.

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In Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text.

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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.

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(Diane M Barone/Marla H. Mallette, 2013). They need to have a regular routine and a place in the house where children can do their work. (Diane M Barone/Marla H. Mallette, 2013). A parent that reads and listen to their child read-aloud can help in early decoding, and fluency skills. The parents can use explicit instruction, paired and repeated readings and giving the child corrective feedback.

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However, Ava is unsuccessful when decoding some irregular high frequency words, such as: live, walk, and when. She reads the word live as līve, without correcting herself twice in the story. This is evident when she reads aloud: “Many animals līve near lakes,” and “People līve near lakes too.” When reading this sight word using the “long i” vowel, Ava fails to realize that using this word does not fit in context and does not make sense. Also, Ava reads the sentence “The babies walk behind the mother duck,” as “The babies wake behind the mother.”

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However, I teach the strategy to answer those questions. I provide formulas that make a student work faster and more accurately. I show students how to map out passages and create the best reading system based on their natural reading style. The best advice I have for choosing the right tutor is to look for

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They also appear to enjoy learning the content due to their involvement. The goal of this activity was to build students reading skills by working them through the subject and allowing them to discuss amongst each other any information that relates to the subject of the reading. It is also intended to help the students think as they read. This helped enable the students understand the subject of the reading, offer their own insight, and identify words more easily. This will also allow students to identify new words and will increase their ability with word identification and reading skills.

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Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.

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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.

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The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Independent Reading time, when students choose their own appropriate books. Here, they can apply the cue systems and decoding strategies that they have learned during Shared and Guided

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