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.
The Synopsis that I gathered from Haas and Flowers’ “Rhetorical Reading Strategies and the Construction of Meaning” was none the less another interesting read. Experienced readers might come to understand that both reading and writing can be “context-rich, situational, and have constructive acts”. Though a large number of students may find reading and writing more or less to be an exchange of valued or non-valued information. Continuing on, multiple studies that have been conducted have also found that on average 77 percent of experienced readers tend to use content strategies to expand their knowledge of the reading. These strategies usually include vigorous annotations of the reading/writing that have been shown to improve the readers/writers’ comprehension of the material.
In watching Dr. Bear's video it is apparent that the most commonly used strategy was creating challenges through questioning for both the teacher and the student. As Dr. Bear tried to figure out the student's general understanding of the subject matter and he encountered a word that he thought might be unfamiliar, he would simply stop and ask about it. For example, during the discussion prior to reading the book, one of the students suggested that Pandas have pouches, Dr. Bear paused to ask the students about the word pouch. The intricate series of interactions between Dr. Bear, students, and text in a self-reading reflects countless instructional decisions and the unique quality of the relationship that has been built between teacher and students.
Chapter 11 of Fundamentals of Literacy Instruction and Assessment, FLIA, and Chapter 5 of Pathways to the Common Core, PCC, relate very well to each other. One of the most difficult types of texts to comprehend for many are informational texts, yet they are also very important in a student’s education. Both chapters talk about the importance of comprehending the text and what must happen for students to comprehend what they are reading. While FLIA discusses different comprehension strategies, instructional strategies, and how to specifically approach reading comprehension with students, PCC discusses what comprehending the text will look like and what the students will gain from comprehending the text. They each are important in their own way.
In “Reading Games”, Karen Rosenberg provides many strategies in order to help college students fully understand and grasp hard academic texts. Rosenberg states that when she was in college she also struggled reading articles that her professors assigned, so she has sufficient experience to educate those in need of advice and guidance. First and foremost, Rosenberg suggests that a reader should consider the writing’s primary audience and its goals for the audience. Once the audience has been established, Rosenberg recommends examining “the role and relationship between the writer, reader, and text” (Paragraph 7), in order to understand the text’s rhetoric. After the reader has established both the audience and the relationship between reader,
The Argument on Reading Reading has at all times and in all ages been a great source of knowledge. It widens the horizon of thinking. It plays a key role to academic success. The ability to read is highly valued and very important for social and economic advancement.
In “Why University Students Don’t Read: What Professors Can Do To Increase Compliance” Mary E. Hoeft questions whether why students don’t like to read the assigned textbooks. Hoeft found that it is essential to know that there is a multiple of things we can do to boost the completion of reading assignments, for the professors who consider reading completion to be the main component to schooling (qtd. in Hoft 15). Some of these things could include could giving out quizzes, supplementary assignments, and to give reminders and making it interesting at the same time. While Hoeft suggest that reading completion is a team effort between the students and faculty, the emphasis of her argument is on whether students care about what they are reading.
The author consistently cites the example of students who have grown up using the internet as an information gathering tool; She talks about how students today must be able to read and write for both the print and digital worlds, and that the “skills of reading and using technology converge as students search for information or answer questions with the Internet” (Schmar-Dobler 81). This convergence of skills is important when considering Schmar-Dobler’s earlier assertion about the nature of literacy itself changing. The author goes on to examine the model for reading comprehension, the proper strategies of which poor readers usually lack the knowledge of, and therefore tend to be thought of as a marker for identifying “strategic readers”. Strategic readers of the Internet, however, must add the skill of “navigating” in order to locate pertinent information and then take meaning from the text (Schmar-Dobler 83). Schmar-Dobler then claims that “To be adept at seeking, evaluating, and using information found on the Internet, readers must navigate through Internet text and apply their knowledge of the reading process” (Schmar-Dobler 83).
While reading there are various ways to gain a deeper understanding of the text. For example, one method a reader can apply to increase their understanding is rhetorical reading defined as “involves more than ‘agreeing’ or ‘disagreeing’” (Heasley et al. 89). Thus, requiring the reader to focus on the text and pay close attention to the rhetorical situation to comprehend how an argument is working. In detail, the rhetorical situation consists of the writer, reader, text/purpose, and context.
As our students grow and develop so does the books text complexity. Consequently it is critical that our students have a
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.
Repeated Reading Analysis Repeated reading is a reading strategy that is used to increase reading speed, enhance comprehension, and it also enables students to become confident and independent readers (Moats & Davidson, 2009). For researchers who have reviewed the effectiveness of repeated readings, they have consistently found the strategy to promote positive outcomes in fluency and comprehension for students who struggle with reading (Mercer, Mercer & Pullen, 2011). Struggling readers may benefit from repeated readings well into the intermediate years (Mercer, Mercer, & Pullen, 2011). According to Mercer, Mercer, and Pullen (2011), struggling readers may continue to participate in the repeated readings strategy until they achieve automaticity on grade level text. Repeated readings involve students reading short passages orally over and over again (Ruetzel & Cooter, 2007).
In “The 7 Habits of Highly Effective Readers” by Kavitha Rao, she express her opinion on the topic that the current generation is not reading for fun. She mentions several experience she had with other people, that don 't see the benefit in reading for fun. She says that since people aren 't reading more leisure anymore they 're becoming less creative, inarticulate, have poor communication skills and low confidence, which is caused by parents forcing their kids to read, and the education system need to have students memorize textbooks and nothing else. After reading this article I find myself disagreeing with Rao on several points she made, I don’t believe the modern attitude towards reading is causing people to be self absorbed and unimaginative, she also claims that book clubs don 't encourage reading for fun, parents are forcing their children to read boring books which turned them away from reading and that the educational system is to blame for college students for being inarticulate.
1. Student’s skill strengths and weaknesses: (Refer to the 5 areas of reading provided earlier in the lesson and provide specific descriptions using the assessment data.) 1. After analyzing the student’s reading assessments, list one reading skill strength and explain why you selected this as a strength using information from the reading assessments. Be sure to include assessment data in your justification. Skill Strength: Phonetic awareness.
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.
