A CASE STUDY ON ENG301: THEORIES OF LANGUAGE TEACHING AND LEARNING Entitled: Effective Strategies in the Teaching of Reading as Perceived by the English Teachers of Blessed John Paul II Academy‚ S.Y. 2013-2014 I. Problem and It’s Background Introduction Reading is a multifaceted process involving word recognition‚ comprehension‚ fluency‚ and motivation. Learn how readers integrate these facets to make meaning from print (Diane Henry Leipzig). The text presents letters
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to Close Reading Without Tears‚ many teachers are following the scaffolding suggested by the Common Core language arts standards (Boyles 1). Teachers are using less frontloading before reading. This allows students to dig deeper into the text without teacher prompts. Thus‚ allowing students to develop the necessary skills to become independent close readers. Frontloading or pre-reading‚ has been the topic of many educational discussions. Is it necessary? Many teachers prefer not to use pre-reading activities
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14 Best Reading Practices Best Practice 1: Explicit Word Analysis Instruction‚ Including Phonics Teachers provide explicit instruction‚ build word knowledge‚ and directly teach skills and strategies for word analysis (phonemic awareness‚ phonics‚ word recognition‚ structural analysis‚ context clues‚ vocabulary). Best Practice 2: Assessment to Inform Instruction Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs
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A Gateway: Through Reading and Writing In today’s day and age‚ quality of life is assured to be raised when one is able to read and write. Reading and writing are methods of personal expression of and the obtaining of emotion and desire‚ academic thought and intellectual discourse‚ and life in general (and that is a limitless “general”). Writers such as Daniel Coleman and Homi K. Bhabha effectively demonstrate the importance of reading and writing: They are paramount qualities to our everyday lives
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“Lucy” Amanda M. Cyprowski Assessment & Instruction in Reading Mrs. Jennifer Unger December 4‚ 2013 CONTENT OF ANALYSIS Personal Interest Survey Pages 3-5 Elementary Reading Attitude Survey Pages 6-9 Words Their Way: Primary Spelling Inventory Pages 10-13 Burns & Roe: Informal Reading Inventory Graded Word Lists Pages 14-17 Oral Reading Passages Pages 18-23 Silent Reading Passages Pages 24-29 Listening Comprehension Passages Pages 30-34
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My philosophy on reading instruction is not one size fits all as all students learn differently. My philosophy is a mix of part to whole and whole to part instruction‚ a more comprehensive approach. Reading instruction must include certain elements so the student can be the most successful. Reading instruction must include the building of phonemic awareness‚ phonics instruction‚ sight word exposure‚ fluency‚ comprehension strategies‚ read aloud by a proficient reader‚ and text that is interesting
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The Reading and Writing Impact Much like every other kid growing up during the nineties‚ in a middle-class household‚ I watched my fair share of cartoons‚ played Super Nintendo‚ and occasionally went outdoors to play Cops and Robbers. I never had an ardor to read or write unless it was a game of MASH that I would play with my girl friends. It left me vulnerable‚ and I was the type of little girl to get her feelings hurt too easily. As I grew older and gained knowledge my outlook evolved. Reading
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Reading is an essential skill in modern society. Not only does it enable people to access information‚ it provides people with a great deal of pleasure. It is vital that primary schools equip children with effective strategies for reading as well as foster a desire to read that will stay with them throughout their lives. This analysis of reading will firstly give a brief outline of the context of my school placement. It will analyse two pupils as readers and their strategies. The school’s policy
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Analysis of Reading Interest Inventory I gave Mariah Sheard a reading interest inventory with thirteen questions. Mariah said she likes reading‚ but has a hard time finding time to do it. When she did find time to sit down and read she would ready about two hours a week. She stated that her favorite types of books were non-fiction and drama. She said that she likes both series and non-series books but a lot of the time she does not get to finish the entire series. At the time of the survey she was
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Every since I can remember reading has been a up and down thing for me. I always loved to get read to when I was a little girl and to look at picture books making up my own words to go along. Throughout the years reading has grown on me in many different ways. Some of my early reading memories were creating words with letter blocks with my mother‚ reading rhyming books that taught me the basic sounds such as “Chicka Chicka Boom Boom” and “Cat In The Hat” that helped me rhyme/blend words while in
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