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The four language arts domains of reading, writing, speaking, and listening can be incorporated in sheltered instruction strategies (Markos & Himmel, p
I have a challenge for you. Can you guess who this hero is before the fourth paragraph. You will have fun guessing. My hero is 45 years old, he is a musician, he plays vocals, guitar, bass, drums, and harmonica in his three man band. The is 5`7 and has 2 kids.
The saying goes, “Kids will be kids”. They have almost no control over the things they do. They are lookers, watchers, thinkers, students of the world. They are so small and innocent they take in the most life information when they are young. They learn the consequences of the their actions, the joy of giving, and the pride in doing.
Later on, Flora (2004) argued persuasively that reading is not a natural behaviour; children develop this skill through active behaviour-environment interactions. This is why reinforcement (extrinsic rewards) is very vital in enhancing reading skills. “If reading and learning to read occur without obvious contrived reinforces, such as pizza or money, learning to read must have been reinforced, and reading must still be reinforced in some manner or else it would occur” (Flora, 2004, p.31). For the reason that they were not persuaded to the role of incentives in motivating students to read and in that strongly accord Kohn’s (1993) belief: Extrinsic rewards fail to produce lasting changes in behaviour, Edmunds and Bauserman (2006), to this end,
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.
Explicit Instruction is an approach that is straight forward and can be used to teach any subject ant any grade level (Powell & Driver 2013). Education and learning is like climbing a tower, there is a clear goal to reach the top and in order to do so one must be equipped with the appropriate resources and tools to be successful. An educator’s goals should be for their students to reach the top and successful learning the skills to become academically successful. Explicit instruction includes teacher-directed procedural instruction and opportunities for student practice of newly taught strategies (McKenna, Shin & Ciullo 2015). The Explicit Instruction Approach allows for students to first see how to climb the tower, step by step.
Throughout this course we learnt and discussed many different philosophies, theories and concepts that we as teacher may use in our classrooms. As a teacher, children depend on us to help them succeed in their learning environment. Teacher’s will not all choose to all teach from the same philosophy or theory approach; whatever we decide to use within the classroom, the main focus should be on the child’s abilities to learn. Children all learn in their own time and in their own way. It is up to the teacher to maximize each child’s individual potential.
Since I was in kindergarten, I have been taught to read and write. By watching alphabet videos, we would recite and write each letter every day until it stuck in our brains. We learned sentence structure, and we were inspired to write our own stories and draw them out on white copy paper; my classmates and I learned writing. While the teacher read to us Dr. Seuss books, we learned literacy sitting around a colorful, ABC lettered rug. As she read the book, we would follow in pronouncing and
co-founder of the Dyslexia Training Institute, claims: “It cannot be overstated that students with dyslexia are capable of learning to read and write when given the appropriate intervention. This intervention should be structured and multisensory. It should be an explicit instruction of the underlying structure of English, and it should be informed by linguistics. For many of these students, accommodations in the classroom can be the difference between academic success and academic failure and frustration”.
Timeline: Reading comprehension is a strategy that needs to be practice and reinforce throughout the school year. In order to implement such strategies with fidelity, all teachers will be given enough time to revisit the strategies, to discuss videos that portrayed the used of the strategy as well as work in collaboration to create lesson opportunities to deliver those strategies. Teachers will be asked to incorporate this initiative immediately after each professional development. Every week a different reading strategy or skill will be presented through video discussion during grade level meetings. Teachers will be expected to start using and implementing this reading strategy a week later after the PD.
Many children at school are capable of hiding their learning difficulties by steering clear from reading aloud or writing very little (Reid 2013, p13).Not to mention, the Report of the Task force on Dyslexia (2001) states learning difficulties from dyslexia occurs across the lifespan of a person and can vary from mild to severe at different ages (Report of the Task Force on Dyslexia, 2001). It is extremely vital for teachers to be fully aware and trained in the area of dyslexia. Teacher’s use of differentiation in their subjects in the classroom is a strong fundamental in order to meet the needs of a student with a learning difficulty like
Dyslexia, as defined by the Yale Center for Dyslexia and Creativity (2017) is “due to a difficulty in a phonological processing which affects the ability of an individual to speak, read, spell and write.” It is often seen that students with Dyslexia typically do not read fluently. They tend to peruse at a slower pace and perusing for these students requires extreme exertion. Students who have Dyslexia struggle with memorizing, spelling, and understanding material. A student with Dyslexia may have trouble with decoding the order of letters, trouble with spelling and writing along with difficulty in listening and reading comprehension.
In this part, the researcher gives a review of selected studies which were carried out in Arab and foreign countries and which are related to the multi sensory approach. Kinney (2013) determined if a multi sensory approach to reading instruction would be effective, as well as engaging, for students in educational first grade classroom. The first level involved classroom study incorporating multimodal approach to guided reading and group instruction and the second phase measured engagement of iPad usage during multi sensory word study instruction. Multimodal approaches can be used for meaningful engagement for literacy instruction for all students. Literacy support activities were linked to Howard Gardner’s theory of multiple intelligences.
There are several different views on what is a curriculum, from as simple as Oliva (1997) who cites a curriculum as that which is taught in schools; to more complex views According to Wilson(1990) Anything and everything that teaches a lesson, planned or otherwise. Humans are born learning, thus the learned curriculum actually encompasses a combination of all of the following — the hidden, null, written, political and societal etc. Since students learn all the time through exposure and modeled behaviors, this means that they learn important social and emotional lessons from everyone who inhabits a school — from the janitorial staff, the secretary, the cafeteria workers, their peers, as well as from the deportment, conduct and attitudes expressed
2.6 Reviews of Research Dissertations: 2.6.1 Active learning: Strategies that help first graders Transition and build literacy skills Kacey J. Weber “Active learning, compared to passive learning, may help to promote engagement, motivation, socialization skills, and grade-level readiness in first grade students that did not have the benefit of attending Kindergarten. “Active learning can be defined as anything that involves students doing things and thinking about what they are doing” (Auster and Wylie, 2006). This type of hands-on effective learning can be done without changing the curriculum, standards, or materials in a traditional style classroom (Jenson, 2005). Students, particularly emergent learners and students from low-economic backgrounds, often benefit little from passive learning involving constant lecturing, worksheets, and repetitive assessments based on memorization or typical selective response. According to the National Survey of Student Engagement, active learning and high levels of student engagement through hands-on activities resulted in an increase in learning and retention of grade level reading material (Amburgh, Devlin, Kirwin, and Qualters, 2007).”
