Reading Response

During the next two decades, the focus of reading instruction shifted away from phonics based basal reading programs. Instead, research suggested teaching children how to think and

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

Early reading success is the foundation of a student’s knowledge and self-esteem. The foundation also provides future opportunities for growth. Students must learn to read proficiently so that they are able to learn more in future grades, post-secondary schools, and the workforce. Beverly Tyner’s Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers states “In the United States, which offers few career opportunities for the illiterate, teaching children to read proficiently is the most important single task in education.” (Tyner, 2009). Beverly Tyner created the Small-Group Differentiated Reading Model which incorporates research-based strategies for teaching beginning reading skills and skills

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

While all fields of academia possess some level of practical application, there remains an ever-important and all-encompassing skill which is needed to truly understand each subject: reading. Though literacy rates in the US near 100%, literacy unaccompanied by tools such as context, critical analysis, and sufficient skepticism can leave one lost in arduous texts and vulnerable to flawed arguments. This notion is rarely rejected by anyone at face value, rather, questions regarding the implementation and perceived importance of certain reading strategies alienates differing camps. Many attempts at mitigating the dilemma of subpar reading comprehension have been made, most notably, Daniel Willingham's proposed reform of early education, Michael

In the book written by Wes Moore, “The Other Wes Moore: One Name, One Fates" Moore states, “When we're young, it sometimes seems as if the world doesn't exist outside our city, our block, our house, our room. We make decisions based on what we see in that limited world and follow the only models available." (Moore 178) Why is it when we are young we see everything easy and not hard?

Reading and reading comprehension has declined in the U.S. throughout the years. “The National Endowment for the Arts (NEA) has recorded a decline in

1. Discuss two principles of a well-structured speech. Evaluate the short video you watched -- did it exhibit any principles of a well-structured speech as identified by your text authors? If so, which one(s) and

Therefore, I was satisfied in 1997 when Congress subsidized the National Reading Panel (NRP) to assess research about instructing youngsters to read. In spite of the fact that there was at first a decent arrangement of debate about the discoveries of the report, all U.S. grade teachers were soon exceptionally mindful of the five "key components" of reading direction (phonemic mindfulness, phonics, familiarity, vocabulary, and appreciation). Educators of English language learners (ELLs), notwithstanding, were left to think about whether and how the discoveries of the NRP connected to their students. How would you show reading cognizance in English when they don 't yet fathom the English language? In 2002, the U.S. Branch of Education supported the National Literacy Panel on Language Minority and Youth to study, select, and orchestrate research on showing language-minority students to read and compose. What amount of assistance will this report accommodate educators of ELLs? We already knew this (see, for instance, Collier & Thomas, 1997), and it doesn 't help instructors working in circumstances where literacy guideline in the local language is unrealistic. Notwithstanding, this finding is in view of just 14 studies that took a gander at the direction of the fundamental components of reading with ELLs. In light of the little number of studies, this suggestion is in view of the way that there is nothing in these 14 studies that negates the discoveries of the various

The reading wasn’t hard to understand. One thing that I really liked about the reading was how it would give you examples that would help you comprehend the reading. A clear example in the reading has to be the one about Nick. He upgraded from his old Honda Civic to a Mercedes. He justified his new purchased saying that it was safer and that he deserved it. Going in to read the reading I didn't think that it would be as engrossing, but I was proved wrong. The reading overall is really interesting and greatly detailed. I learned several things dealing with cognitive dissonance. I was staggered by the extent to which we justify our decisions and confront our own mistakes. I don’t really recognize when I justify my decisions, but now that I think

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

Reading – the ability to represent the sounds of language by written symbols has existed for approximately 4000 to 5000 years and is inarguably one of the most fundamental and wonderful technique humans have ever developed. However, despite much effort and funding dedicating to wide literacy development, even now in America for instance, 50% of adults cannot read a book written at an eighth grade level (National Center for Learning Disabilities). In order for the entire population of today’s society to have proper reading skills, scholars and educators around the world realize that literacy movements need to focus on much earlier stages of human development. Researchers in the education field have reached a consensus that reading is crucial in childhood by revealing supporting evidence from studies focused on children aged 0-6 years, 6-12, and young adolescents. Many interesting findings also include that reading proficiency of children is critical because it can reflect society’s criminal and economical status. Moreover, modern studies show that the importance of childhood reading cannot be fully explained without mentioning the environment where children are raised, as the environment greatly affects children’s reading proficiency.

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help