Reading Strategies
Teaching young people to read isn't the easiest task in the world, but in order to prepare children for their future educational journeys -- and for life as intelligent citizens -- they need to learn to read. And they need to learn to read well because it opens doors, it inspires stories and takes the reader on journeys -- not because schools require reading and it's something they "have to do." For students who do know how to read but are "stalled readers" and don't stay on a page of content for more than a few seconds, there are strategies for them as well.
Have Fun With Stalled Readers While Inspiring Them!
When a teacher creates enthusiasm and stimulates great interest in a subject, children are far more interested in whatever it is the teacher is presenting. Kids crave stories that stir up their emotions, and the teacher needs to launch into a reading assignment with the enthusiasm and spunk of a talented actor demonstrating his or her verve. Remember, the teacher is basically competing with 3-D video games that boy has at home, so make it fun and exciting!
WHO: Typically stalled readers learned to read fairly quickly in first or second grade, but somehow lost interest or perhaps got into electronic video games or TV and that was more fun than sitting down and opening a book. These children may require direct instruction in a tutorial setting and they respond better in small groups or one-on-one. Calling out a child for not knowing a word or a context in front of the whole class is a hideously rude thing to do, so no teacher worth her or his salt would do that. The child that is stalled requires the commitment of a very patient, "forward-looking professional teacher over the long haul" (Balajthy, et al., 2003). The stalled reader may have been...
graduate experience thus far has exceeded my expectations. I was prepared to do a considerable amount of reading and feared that I might find too much of it to be overly theoretical and dry. I was surprised and pleased to find that much of the reading will apply directly to my work in the field of teaching. The most enjoyable aspect of the graduate experience has been the discussion
There is also the question of what approach should be used in a given setting. For instance, Lewis-Moreno points out that, "A great deal of energy is expended selecting and defending the model used: Should it be late- or early-exit bilingual, dual language, or English immersion?" (2007, p. 773). Although complex problems require complex solutions, a common theme that runs through the relevant literature concerns the need to use
This needs to be role modeled by the peers and adults with whom the young child comes in contact. When children observe this strong positive interest in learning, be it through reading books, playing word games, telling stories or many other activities, they will surely follow suit. First, they have an innate desire to learn. Second, they want their actions to receive a positive reaction. Third, more than anything,
Reading is fundament skill necessary for our children to compete in a more globalized world. Evidence has shown strong correlations between education and income. These correlations have endured multiple generations and reflect the need for continual improvement on the part of students. The ability to read and comprehend passages therefore is the first of many building blocks needed to be help students within a more competitive and highly dynamic environment.
Instructional Strategies Question answer strategy (QAR) teaches students how and when to use their texts when answering comprehension questions. Collaboration, specifically co-teaching, has been shown to be effective with special education teachers and content-area teachers in the general education classroom. The QAR strategy can enhance comprehension across different content areas. Fenty, N.S., McDuffie-Landrum, K., and Fisher, G. (2012). Using collaboration, co- teaching, and question answer relationships to enhance content area literacy.
Reading Comprehension: Strategies and ActivitiesIntroductionThe primary objective of reading is to comprehend and reconstruct the writer�s mental world. Skilled readers experience a sense of ease and natural flow in their comprehension, although this masks the underlying complexity of reading, even when the text is straightforward. Numerous cognitive and linguistic processes come into play, ranging from word identification to inferences about situations not fully described in the text. Consequently, finding a
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