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Literacy Methods To Help Children To Read: Chapter Analysis

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In this chapter, the author explains how literacy begins and the steps children go through in order to understand how to read. There are two different factors that help a child to begin to read, they are, decoding and comprehension. Decoding is when children translate written words into words they can say verbally. Comprehension is when the student process what the meaning of the text is. Decoding and comprehension alone cannot help children learn to read. They must use both of these methods in order to become literacy readers. As children begin to read there are six critical elements for beginners. They include: oral language, phonological awareness, concepts of print, letter-sound associations (phonics/structure), analogy, and a way to think about words. Oral language is something children begin to develop from the time they are …show more content…

An example of a child learning phonological awareness would be the association of a letter sound to an actual graphic. Most children do not understand the sounds they are saying also have a written letter to match what they are saying. In order to learn how to read, children must understand the concept of print. There are four different categories of print the book explains: books, sentences, words, and letters. Children begin with understand there are letters, than understand how letters can make up a word and so one. These developments are crucial for understanding how to form words, sentences, and then pieces of literature. According to the textbook, research has show how important letter sound association is when a child is learning how to read. This includes phonics and structural analysis. Phonics is the study of letter sounds and their relationship and structural analysis is the study of different parts of a word such as endings, prefixes, suffixes, and root

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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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(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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Early learning goals are the knowledge, skills and understanding that children should have when they turn 5. In relation to literacy development, this is the early learning goal stated in Development Matters, ‘children use their phonic knowledge to write in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.’

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Chapters one through three in Content Area Reading and Literacy and Do I Really have to Teach Reading details the concept that every teacher is a reading teacher. These chapters outline the importance of assisting students in making connections and becoming active independent readers, by linking content to the lives of each student. Thoughtful planning and creating a safe, supportive environment for a diverse population of readers, including gifted and struggling readers, was also presented throughout the reading. As I read through the chapters I found myself reflecting on my time in the classroom as a student teacher thus far, and connecting my own experiences with the text. Entering into a math, science, and social studies classroom, in

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I think something that should be looked at would be how reading is connected with the way we write which

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1675 Words | 7 Pages

It is also important for them to recognize them in order to improve their spelling. It is also important for the students to understand the rules of which letters silent letters follow or proceed so they can use their own knowledge to build words they are unsure of spelling. Words with silent letters have been used in efforts to uncover phonological involvement in visual recognition ( Corcoran, 1966 & Locke , 1978) Objective: Students will identify words with silent letters and use them in sentences.

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Vocabulary Strategies Even before entering elementary school, youngsters learn environment print, which is the print that they see in the outside world. These youngsters recognize the logos and therefore learn what these logos represent providing a false sense that they are “reading”. Despite being able to tell you what something is by the logos themselves, they are not really reading. Literacy, on the other hand, is the ability to learn to write and read and is taught at a young age, usually when a child enters school. Once in school, a child learns how to manipulate words in a variety of ways also known as phonemic awareness; phonics, where they use discriminative listening to make the connections between speech and sounds; phonological

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This essay will outline and analysis the development and professionalism of the probation service and the role of a probation officer. Additionally, this essay will evaluate previous and current legislation and problems the probation service has faced and currently undergoing, this will include the privatisation of the probation service and data leakage issues. Probation officers are part of the criminal justice system (House of Commons, 2011). probation officers supervise multiple individuals helping them make progress into a more integrated lifestyle, for example this could mean helping offenders finding a job, a place to live, counselling, or helping offender gain access to education to improve their prospects (House of commons, 2011).

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In the situation of words, students are corresponding letters with their sounds and the multiple combinations correlated with each word. Students benefit from learning sight words when learning phonics. Some words are tricky when it comes to phonics. The letters don’t exactly match the sounds that they make outside of the word. This is why students must learn to decode certain words and memorize sight words based on the shape and

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Readers learn the alphabetical principal and that letter represent a specific speech sound. Students begin to learn phonics rules and patterns which are not always regular. For instance, there are silent letters and vowel pairs that make different sounds depending on the context of the sentence in which it used. Not all words a phonetically regular so student need to learn sight words. As students move through the reading process, they begin to decode more complex words with multiple syllables.

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It is important for literacy to begin at home. A parent should encourage reading, model and promote early literacy with children. It is important that children are provided opportunities to read by providing them with a lot of different choices of books to read. Providing children with print materials increases their reading performance. By providing children with reading materials you help them to develop basic 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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In conclusion, the process of reading is incorporated throughout our daily lives. Without it, many people struggle to understand, correlate, and even express themselves in an enlightening manner. With that in mind, comprehension, phonological awareness, phonics, fluency, vocabulary, and oral language are the six essential components that compose a well-developed

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Share (1999) convincingly describes how decoding skills are supported by vocabulary, syntactic and semantic understandings. Speece and Cooper (2002) report a connection between early semantic skills and reading comprehension in their study of the connection between oral language and early reading. Decoding is vital because it is the basis on which all other reading instruction builds. If children are unable to decode words their reading will lack fluency, their vocabulary will be restricted, and their reading comprehension will suffer. Explicit, systematic and multi-sensory phonics instruction produces effective decoding skills.

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Oral language is an important and necessary cognitive developmental step in literacy. People, children as well as adults, adults use oral language on a daily basis. People use oral language as their primary form of communication. Children learn oral language before they learn written language. According to our text book, “Teaching Children to Read: The Teacher Makes the Difference” by Reutzel and Cooter there are four oral language developmental theories.

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