Shame in Context Of Literacy
Reading in a Second Language: Theory and Pedagogical Implications
An overview of proficient reading and its instruction
"Reading is something many of us take for granted" (Grabe, 2009). Being a basic reader, says Dr. Grover Whitehurst, is someone who can read a basic text that is age appropriate. The reader is able to understand the sentences and comprehend the material to a point where they are able to answer basic questions about the material. Furthermore, individuals who are deemed basic readers have enough fluency to get through the material in an allotted amount of time and then answer questions (Whitehurst, 2003). Taking a reader from this basic level and deeming them proficient means that a reader has more skills when it comes to the material and are able to make inferences about the subject matter or characters; essentially, proficient readers can understand the material at a deeper level than a basic reader can (Whitehurst, 2003). Being a proficient reader means more than just reading words on a page, it means that people can translate what they are reading and are able to transform the words on the page into a more rewarding experience where the words jump out of them and they are able to understand the text at a different level (Whitehurst, 2003). Reading competence is also described as another "fundamental construct" in reading comprehension by Kieko Koda (Koda, 2004). Reading competence falls under the larger concept of proficient reading as it also encompasses "linguistic knowledge, processing skills and cognitive abilities" (Koda, 2004).
To arrive at this point of proficiency, a reader must be appropriately instructed in how to get there. The National Institute of Literacy had a panel that provided analysis and discussion into areas of reading instruction that were the most vital to ensuring that a child became a good reader- among the areas included phonics, fluency, vocabulary, text comprehensive and phonemic awareness (Armbruster, Lehr, & Osborn). Phonemic awareness is the comprehending of the sounds of the spoken language work together to make words (Armbruster, Lehr, & Osborn). Phonics is a very important component in that it helps individuals learn the relationship between the letters in the text and the individual's sounds of text (Armbruster, Lehr, & Osborn). For someone to become a proficient reader they must understand the phonics of the words that are being read. Fluency is also imperative as it allows for a proficient reader to string together the words that are being read and form the ideas that are trying to be conveyed by the author. Fluency for a proficient reader allows the reading of the text quickly and with accuracy, which is important when trying to draw inferences and being able to comprehend the information and ultimately ask questions about it like a proficient reader would be asked or needed to do (Armbruster, Lehr, & Osborn). Vocabulary is also very important in instruction of helping a reader become proficient. Readers need to understand the topic and the vocabulary of something is imperative. If the reader does not understand what the word is trying to communicate, it becomes impossible for the reader to truly understand what is going on. "Language-focused learning" is also another important concept that is closely related to vocabulary (Nation, 2009). It "involves deliberate attention to language featured both in the context of meaning-focused input and meaning features both in the context of meaning-focused input and meaning focused output" (I.S.P Nation, 2009). An individual has to be truly comprehending the words and focusing on their meaning to understand the text. When instructing a reader, building their vocabulary is absolutely imperative and in reading instruction, it would be beneficial for teachers and other instructors to build the students or individual's vocabulary. Phonemic awareness, when examined through the lens of the Whitehurst interview and the assertions of the National Institute of Literacy panel, will likely help bring a basic reader to the next level as being able to the understand the relationship between the words will help bring the text to life, so to speak, and help the reader draw a more extensive information from it, like inferences. The last area identified by The Report of National Reading Panel includes that of text comprehension which allows for readers to be purposeful and active as they read. The purpose of the reading may be in a certain subject area or with a specific goal in mind, but there is a purpose to what individuals are reading that aids in their text...
Therefore, I would tell the patient that their symptoms should not be considered in isolation of their whole person. Websites that address symptoms only are not taking into account the wealth of factors that can influence the diagnosis of a specific disease. At the same time, patients have the right to know about alternative solutions other than those provided or suggested by the physician or health care organization. Sometimes insurance
CONTROLLING OUR EMOTIONS? EMOTIONAL LITERACY: MECHANISM FOR SOCIAL CONTROL? At the core of becoming an activist educator Is identifying the regimes of truth that govern us the ideas that govern how we think, act and feel as educators because it is within regimes of truth that inequity is produced and reproduced. (MacNaughton 2005, 20) Disorder, addictions, vulnerability and dysfunction...." Disorder, addictions, vulnerability and dysfunction...." These terns, according to Nolan (1998; Furedi 2003; cited by Ecclestone
Ghana Blunch and Verner (Determinants of Literacy) How does a country make progress? The answers seem to be obvious on paper - if difficult to effect in the world itself. Those of us who are citizens of the First World tend to believe that we understand what is required for a nation to "develop." But Blunch and Verner, in their study of literacy and numeracy skills in Ghana, demonstrate how complicated
Bass, P., Wilso, J. And Griffith, C. (2003). A Shortened Instrument for Literacy Screening. Journal of General Internal Medicine, 8(12), 1036-8. Berger, J. (2000). Corporate Health Plan Strategies and Health Literacy. National Health Communications Conference. Washington, DC: ACP Fouindation. Chew, L., Bradley, K., and Boyko, E.. (2004). Brief Questions to Identify Patients with Inadequate Health Literacy. Family Medicine, 36(8), 588-94. Chew, L., Griffin, J., Partin, M., et al. (2008). Validation of Screening Questions
Madam Eglantyne the Nun, is also an ironic charater. She eats in a very refined manner and attempts other fine characteristics such as speaking French, although she fares poorly at this. Ironically, not all her language is pure, as she swears cosntantly by "St. Loy," a saint renowned for not swearing. Unlike the general conception of the Nun, she is very concerned with outward appearances and did not much care
God, and the Word was God. So reads the first verse of the book of John, just two in a handful of bible verses I was made to memorize and recite before I was able to read. These verses and the ones preceding and following them were read to me nightly -- and often in the mornings as well -- by my mother, grandmother and grandfather in our home
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