A presentation of local EFA priorities with a particular focus on teaching reading as seen by the Stones2Milestones Edu Services Pvt. given at the IAU Workshop on higher education for EFA held in New Delhi, India, on 20-21 February 2014. Presented by Ms. Jagruti Gala, Creative Director, Stones2Milestones Edu Services Pvt.
This is a paper presentation is on the INFLUENCE OF BUDDY READING IN ESL ON
READING COMPREHENSION AND EMOTIONAL INTELLIGENCE OF UPPER PRIMARY
STUDENTS by Prof(Dr) Geetha Janet Vitus and Dr. Anu Mukund
The document discusses a strategy for teachers to promote literacy development in students by encouraging parents to read with their child at home each day. It provides evidence from three sources - the National Education Association, American Academy of Pediatrics, and Reach Out and Read organization - that support how at-home reading promotes literacy, language development, higher test scores, and school achievement. The sources agree that reading proficiency and education outcomes are negatively impacted when children lack reading materials or opportunities to read at home.
IntroductionWhether it’s children in American or Children in any.docxvrickens
Introduction
Whether it’s children in American or Children in any European country the more that they read and the better they are at it the better of a student they will be. With the increasing demand for college educations and technical schools to work and take care of a family, reading must be something that is stressed from almost the time of conception. The following review of the literature confirms that reading more than just at home and in small groups will benefit the community both today and tomorrow; leading to a brighter and more knowledgeable future.
Parents aren’t reading enough to their children, I know as a parent we are busy but we have to make sure that our children are being read to and learning to read fluently. This isn’t just an American issue but a worldwide thing that needs to be fixed. Burnie (2015) journal excerpt looks at the study of Tasmanian households and the children starting school is 5.3 times more likely to be developmentally vulnerable if their parents do not regularly read to them or encourage their reading. The primary concern with children whose parents don’t read to them is the disadvantage that these children start out with when it comes to development. Burnie’s provides an analysis of the importance of the parents reading to children and supporting the idea that it is encouraging children to read outside of the home will help and counteract when a parent chooses not to read. By giving the children a different platform to read will be able to help counteract the parents who aren’t reading at home.
Studies have shown that those who learn in groups typically retain information better than those who do not. Blachman (2004) says that students with reading difficulties can benefit from supplemental reading instruction provided in small groups. Blachman did a study with one child versus the next. One of the children who participated in the small groups and another who did not and the study showed that it was well worth participating in small groups.
With education being such an important part of our lives we should make sure we educated the next generation. Knowing that all children do not come from the same background, we have to try and close the gap on parent’s behalf. Fruehwirth (2019) says better-educated parents tend to invest more in their children and are better able to teach them. This allows parents to take a break from educating their children and allow the volunteers of the storybook tent to promote reading which will help the community both now and in the future. Humble and Dixon’s (2017) excerpt allows me to speak on the lack of time that some military parents may have. Dixon shows 3 main reasons that poor children struggle educationally. Not that all military parents/families are poor but are for sure spending a lot of time working that could otherwise be spent on dedicating time to the child. It allows me to speak on both my childhood and current situation on what I’d like to provide. Coming ...
Reading is the process of translating written symbols into words and understanding their meaning. It requires recognizing patterns in written languages and interpreting sequences of characters. Reading ability develops in stages from readiness skills in childhood to advanced comprehension as an adult. Formal reading instruction begins in elementary school and focuses on phonics, fluency, and comprehension. Testing evaluates reading achievement at various stages to identify strengths and weaknesses. Difficulties in reading may indicate a disability requiring specialized instruction.
This document provides an overview of reading comprehension and its importance. It discusses reading comprehension as an interactive process between the reader and text, and identifies several key reading comprehension skills that develop as children age, including understanding main characters, sequence of events, inferences, and applying what is learned. It then identifies three main causes of poor reading comprehension: language problems, lack of automatic foundational reading skills, and inability to decode written words. The document concludes by emphasizing the importance of reading comprehension for learning, performing well, and success in school and careers.
9
Capstone Paper
Laura Forsythe
April 20, 2018
Reading to children is a tremendously important mission for parents and teachers. There are several arguments that explore why it is important to read to children. Some of these reasons include: it prepares children to succeed in school; it can help to develop language skills; it exercises brain function; it is a form of entertainment, and; it creates a bond between a child and the reader. The activity of reading has different meaning and often creates an emotional response in different people. For some, reading can be a chore, but for others reading is an opportunity for fun and family time. There are many educational benefits that reading provides for children. This is especially true when looking at the disciplines of literacy, language, and child development. This paper will explore how reading helps children in these various disciplines.
There are many benefits to reading. The Bilingual Kidspot outlines ten benefits that parents can grow in their children by reading with them. Reading to young children sets them up to succeed. The more that children are read to, the more knowledge and information they absorb, almost without realizing it. Reading develops language skills. Reading allows children to be exposed to different vocabulary and different topics. Reading exercises your brain and boosts brain activity which in turn can strengthen reading skills. It enhances a child’s concentration lengthening the child’s attention span. Reading encourages a thirst for knowledge. Reading leads to children being able to formulate questions about topics and helps them to investigate the topics fully, ultimately this investigation helps to expand their minds. Reading develops a child’s imagination and creativity. Reading helps develop empathy. When children read to they are able to practice putting themselves in the book, this helps them understand the feelings of the characters better and aides them in understanding their own feelings and emotions. When there is nothing else to do, reading can be a suitable option. Reading together can facilitate a bond between people. Reading with each other helps bring people together (Bonfiglio, 2017).
Interdisciplinary studies is a mode of solving a problem or exploring a concept by looking at it from the perspective of two or more disciplines. Interdisciplinary studies can be used to create new approaches and solve problems in new and innovative ways. In the Allen Repko book, Introduction to Interdisciplinary Studies, he defines interdisciplinary studies as the integration of information, data, techniques, tools, perspectives, concepts and/or theories from two or more disciplines or bodies of specialized knowledge to understand or solve problems. These problems can be beyond the scope of a single discipline or area of research (Repko, 2014). Instead of trying to solve a problem by focusing on just one discipline, a person can cho.
Running head scaffolding 2 scaffolding 2aryan532920
1) The document discusses scaffolding in early childhood education, specifically for children ages 4-5. It proposes two assignments to assess literacy skills: having children arrange words to form sentences and identify beginning sounds of words.
2) The assignments are designed to evaluate children's understanding of sentence structure and their ability to connect letters to sounds.
3) Regular writing tasks and helping children identify letter-sounds are important for developing literacy skills in preschoolers.
A presentation of local EFA priorities with a particular focus on teaching reading as seen by the Stones2Milestones Edu Services Pvt. given at the IAU Workshop on higher education for EFA held in New Delhi, India, on 20-21 February 2014. Presented by Ms. Jagruti Gala, Creative Director, Stones2Milestones Edu Services Pvt.
This is a paper presentation is on the INFLUENCE OF BUDDY READING IN ESL ON
READING COMPREHENSION AND EMOTIONAL INTELLIGENCE OF UPPER PRIMARY
STUDENTS by Prof(Dr) Geetha Janet Vitus and Dr. Anu Mukund
The document discusses a strategy for teachers to promote literacy development in students by encouraging parents to read with their child at home each day. It provides evidence from three sources - the National Education Association, American Academy of Pediatrics, and Reach Out and Read organization - that support how at-home reading promotes literacy, language development, higher test scores, and school achievement. The sources agree that reading proficiency and education outcomes are negatively impacted when children lack reading materials or opportunities to read at home.
IntroductionWhether it’s children in American or Children in any.docxvrickens
Introduction
Whether it’s children in American or Children in any European country the more that they read and the better they are at it the better of a student they will be. With the increasing demand for college educations and technical schools to work and take care of a family, reading must be something that is stressed from almost the time of conception. The following review of the literature confirms that reading more than just at home and in small groups will benefit the community both today and tomorrow; leading to a brighter and more knowledgeable future.
Parents aren’t reading enough to their children, I know as a parent we are busy but we have to make sure that our children are being read to and learning to read fluently. This isn’t just an American issue but a worldwide thing that needs to be fixed. Burnie (2015) journal excerpt looks at the study of Tasmanian households and the children starting school is 5.3 times more likely to be developmentally vulnerable if their parents do not regularly read to them or encourage their reading. The primary concern with children whose parents don’t read to them is the disadvantage that these children start out with when it comes to development. Burnie’s provides an analysis of the importance of the parents reading to children and supporting the idea that it is encouraging children to read outside of the home will help and counteract when a parent chooses not to read. By giving the children a different platform to read will be able to help counteract the parents who aren’t reading at home.
Studies have shown that those who learn in groups typically retain information better than those who do not. Blachman (2004) says that students with reading difficulties can benefit from supplemental reading instruction provided in small groups. Blachman did a study with one child versus the next. One of the children who participated in the small groups and another who did not and the study showed that it was well worth participating in small groups.
With education being such an important part of our lives we should make sure we educated the next generation. Knowing that all children do not come from the same background, we have to try and close the gap on parent’s behalf. Fruehwirth (2019) says better-educated parents tend to invest more in their children and are better able to teach them. This allows parents to take a break from educating their children and allow the volunteers of the storybook tent to promote reading which will help the community both now and in the future. Humble and Dixon’s (2017) excerpt allows me to speak on the lack of time that some military parents may have. Dixon shows 3 main reasons that poor children struggle educationally. Not that all military parents/families are poor but are for sure spending a lot of time working that could otherwise be spent on dedicating time to the child. It allows me to speak on both my childhood and current situation on what I’d like to provide. Coming ...
Reading is the process of translating written symbols into words and understanding their meaning. It requires recognizing patterns in written languages and interpreting sequences of characters. Reading ability develops in stages from readiness skills in childhood to advanced comprehension as an adult. Formal reading instruction begins in elementary school and focuses on phonics, fluency, and comprehension. Testing evaluates reading achievement at various stages to identify strengths and weaknesses. Difficulties in reading may indicate a disability requiring specialized instruction.
This document provides an overview of reading comprehension and its importance. It discusses reading comprehension as an interactive process between the reader and text, and identifies several key reading comprehension skills that develop as children age, including understanding main characters, sequence of events, inferences, and applying what is learned. It then identifies three main causes of poor reading comprehension: language problems, lack of automatic foundational reading skills, and inability to decode written words. The document concludes by emphasizing the importance of reading comprehension for learning, performing well, and success in school and careers.
9
Capstone Paper
Laura Forsythe
April 20, 2018
Reading to children is a tremendously important mission for parents and teachers. There are several arguments that explore why it is important to read to children. Some of these reasons include: it prepares children to succeed in school; it can help to develop language skills; it exercises brain function; it is a form of entertainment, and; it creates a bond between a child and the reader. The activity of reading has different meaning and often creates an emotional response in different people. For some, reading can be a chore, but for others reading is an opportunity for fun and family time. There are many educational benefits that reading provides for children. This is especially true when looking at the disciplines of literacy, language, and child development. This paper will explore how reading helps children in these various disciplines.
There are many benefits to reading. The Bilingual Kidspot outlines ten benefits that parents can grow in their children by reading with them. Reading to young children sets them up to succeed. The more that children are read to, the more knowledge and information they absorb, almost without realizing it. Reading develops language skills. Reading allows children to be exposed to different vocabulary and different topics. Reading exercises your brain and boosts brain activity which in turn can strengthen reading skills. It enhances a child’s concentration lengthening the child’s attention span. Reading encourages a thirst for knowledge. Reading leads to children being able to formulate questions about topics and helps them to investigate the topics fully, ultimately this investigation helps to expand their minds. Reading develops a child’s imagination and creativity. Reading helps develop empathy. When children read to they are able to practice putting themselves in the book, this helps them understand the feelings of the characters better and aides them in understanding their own feelings and emotions. When there is nothing else to do, reading can be a suitable option. Reading together can facilitate a bond between people. Reading with each other helps bring people together (Bonfiglio, 2017).
Interdisciplinary studies is a mode of solving a problem or exploring a concept by looking at it from the perspective of two or more disciplines. Interdisciplinary studies can be used to create new approaches and solve problems in new and innovative ways. In the Allen Repko book, Introduction to Interdisciplinary Studies, he defines interdisciplinary studies as the integration of information, data, techniques, tools, perspectives, concepts and/or theories from two or more disciplines or bodies of specialized knowledge to understand or solve problems. These problems can be beyond the scope of a single discipline or area of research (Repko, 2014). Instead of trying to solve a problem by focusing on just one discipline, a person can cho.
Running head scaffolding 2 scaffolding 2aryan532920
1) The document discusses scaffolding in early childhood education, specifically for children ages 4-5. It proposes two assignments to assess literacy skills: having children arrange words to form sentences and identify beginning sounds of words.
2) The assignments are designed to evaluate children's understanding of sentence structure and their ability to connect letters to sounds.
3) Regular writing tasks and helping children identify letter-sounds are important for developing literacy skills in preschoolers.
Facilitating Speech and Language Development through Reading Aloud and MoreReading Horizons
This document provides an overview of a presentation on facilitating speech and language development through reading aloud and other activities. It discusses why facilitating speech and language development is important for literacy, academics, and social/behavioral development. It recommends reading aloud to children as a key way to facilitate development and cites studies supporting its benefits. It provides tips for making the most of reading aloud, such as labeling pictures, predicting, asking questions, and repetition. It also discusses age-appropriate book types and developmental milestones.
Presenting an overview of the research and history of Every Child Ready to Read @ Your Library and why this early literacy initiative works and should be an essential part of all library storytimes and settings.
This document discusses dyslexia and strategies for supporting students with dyslexia. It defines dyslexia as a language-based learning disability involving difficulties with reading, writing, spelling, and pronouncing words. The causes of dyslexia are unclear but involve differences in brain development and function. Early identification is important to avoid other issues. Suggestions are provided for identifying struggling readers and boosting their self-esteem, as well as comprehensive reading instruction strategies like phonics, fluency building, and developing comprehension skills.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills needed for reading comprehension: general language skills and word reading ability. The goal of reading instruction should be to help children develop these skills to a level consistent with their language ability so they can understand text. The article recommends allocating resources to early identification of struggling readers and preventive instruction, as delays in reading skill development can negatively impact students. It is organized into sections on facts about reading, effective instructional practices, and identifying students needing extra support.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
- Early literacy skills like phonological awareness, print motivation, and vocabulary are strong predictors of reading ability later in childhood and can help prevent achievement gaps.
- Public libraries have responded to research on the importance of early literacy by providing resources to help children develop skills like print awareness and narrative skills before starting school.
- Developing these six early literacy skills through practices like reading, writing, playing and talking with children helps them become "ready to read" by kindergarten.
Running head LEARNING TO READ1LEARNING TO READ6.docxwlynn1
Running head: LEARNING TO READ 1
LEARNING TO READ 6
Learning to Read
Mary Williams
CSU
3/10/19
Learning to Read
Learning to read entails a complicated process progressing continuously from childhood. Orthographic knowledge and phonological awareness are ideal in the acquisition of reading and related writing skills. Their learning to read attributes to the ability of an individual and the information stored on memory to encode a spoken language. Also, the ability to comprehend, as well as detect the sound, and any units even small of distinct sounds in a speech postulate the process of learning that is unique to each.
From the empirical studies by Gray (2010), I have got to acknowledge that individuals, especially children take their primary step early in life to learn how to write and read. They develop fundamental concept understanding revolving around literacy and its importance before exhibiting production skill of reading and writing. Research postulates that children acknowledge the use of symbols, incorporating oral language, prints, pictures, and take part incoherent combination, therefore, facilitating their communication and creation of meaning in various contexts.
Children acquire substantial knowledge attributing to systems of the alphabet; begin to process the relationship between letters and sounds, as well as reading words, from their initial interaction and experiences with adults. In their continuous learning process, they effectively incorporate these formulations into structures and patterns that in turn facilitate fluency, as well as automaticity in learning. The all or nothing analogy defines the developmental continuum, thus conceptualizing acquisition of the learning skills.
Affirmatively, research on “learning to read” shows that the process develops naturally only after careful instruction and planning. Active and regular interactions with prints are of the essenceof this process. Immediate experiences with written and oral language lead to the required specific abilities critical for writing and reading. The skills one has early in their lives define the expectations and assumptions concerning inspiring a child to practice learning and becoming literate. From differentbackgrounds, the young person gets to acknowledge that writing and reading are significant elements that enable them to execute different things in their lives.
Moreover, children begin experimenting with language in their first periods of life. For instance, toddlers produce sounds imitating rhythms and tones of adult talk as they read facial expressions and gestures. Therefore, associating sequences of sounds with words frequently heard also, children delight in listening to familiar rhymes and jingles, manipulate objects like alphabet blocks and board books, as well as playing along with games such as pat-a-cake and peek-a-boo in their play. As a result, children learn to use several symbols from these first beginnings.
.
The document outlines the mission and objectives of Imaginary Schools, which aims to identify and serve gifted students through an equitable identification system, quality programming, advocacy, professional development, real-world experiences, and opportunities for students who show potential but do not qualify for gifted programs. It also provides a definition of giftedness as demonstrating extraordinary aptitude in one or more intellectual, creative, or skill-based domains.
It's More Than "Just Being In:" Creating Authentic Inclusion for Students wit...Brookes Publishing
In this edWebinar, Cheryl M. Jorgensen, Ph.D., Inclusive Education Consultant, describes the core, essential elements of inclusive education including:
– Valuing students for their differences
– Establishing an inclusive school and adult life vision
– Presuming competence
– Securing valued membership in general education
– Facilitating reciprocal social relationships
– Supporting full participation in general education instruction in a general education classroom
– Establishing rigorous learning objectives aligned with the general education curriculum and those life skills that contribute to students’ inclusion in school and community life
Learn how to use a Learning and Participation Planning Form with teams of students who have complex support needs such as autism, Down syndrome, intellectual disability, and multiple disabilities. All K12 general and special education teachers, administrators, and paraprofessionals are invited to watch this recorded session. Learn more about important elements of inclusive education.
Young children are increasingly required to start learning foreign languages like English at younger ages. While this is popular with politicians, parents, and publishers, research shows older learners consistently perform better. Younger learners make slower progress and cover half as much material in the same time period as older learners. However, starting foreign language learning young may provide intrinsic benefits by opening children's minds and potentially leading to long term benefits for individuals and society. Whether starting young is truly beneficial depends on how instruction is implemented and what happens after the early stages.
Co-Design Toolkit & Report: Working with Dyslexia Helena Parewyck
This project is about Co-Creation and Co-Innovation specifically co-designing with toolkits for children who have learning differences, particularly Dyslexia.
1) The document discusses dyslexia and challenges faced by dyslexic students in reading. It establishes that the goal of the reading "pull-out" program at The Joy School is to first build trust with students and then develop individualized reading remediation plans.
2) There are three main components of reading: decoding, fluency, and comprehension. Students struggle if they lack any of these components. The document also discusses other factors like print tracking and recognizing non-phonetic words.
3) The reading specialists learned about three subtypes of dyslexia - dysphonetic, surface, and mixed - and intervention strategies for each. The approach is individualized based on the student's specific needs
Remedial reading programs should use research-based methods implemented consistently by well-trained teachers. Instruction should start simply and gradually increase in complexity, with modeling, guided practice, and independent work. Reading difficulties can be diagnosed through evaluating comprehension, phonics, and other skills to identify strengths and weaknesses. Common causes of problems include inadequate instruction, lack of materials, large class sizes, and lack of reading interest.
The document discusses cognitive development in middle childhood, including language development, memory, intelligence, and approaches to education. It covers Piaget's stages of cognitive development, information processing, reading development, multicultural education, homeschooling, and intelligence testing. Key topics are concrete operational thought, metacognition, bilingualism, educational trends focusing on diversity and accountability, and the impact of teacher expectations on students.
This chapter discusses cognitive development in middle childhood from ages 7 to 12. It covers key topics like Piaget's stages of cognitive development, information processing, language development, intelligence, and approaches to educating gifted students or those with intellectual disabilities. The document also examines issues like bilingual education, teacher expectations, homeschooling, and approaches to teaching reading.
IMAGERY Powerpoint Presentation for Classroom ObservationShawieTablada
The document provides instructions for an activity where students will create pictures representing recent issues in the Philippines and present them to the class. It discusses having students paint pictures on landslides, gender equality, and unemployment. It then discusses imagery, defining it as the mental pictures evoked by literature, and describes the five types of imagery: visual, auditory, kinesthetic/tactile, olfactory, and gustatory. It provides examples and has students practice identifying imagery through examples and a quiz. It concludes with an assignment where students analyze imagery in a song through dance, singing, art, and roleplay.
Training on higher- order thinking skills professional learning packagesINSET...ShawieTablada
This document outlines a training session on developing a Workplace Application Plan (WAP) for implementing concepts from a Professional Learning Package (PLP) on Higher-Order Thinking Skills. The session covers the rationale for WAPs, components of the WAP template, and an activity where participants work in pairs to develop their own draft WAPs. The goal is for teachers and mentors to incorporate strategies for developing higher-order thinking skills in their instructional practice.
An extemporaneous speech is a planned speech delivered with the help of notes rather than being memorized word-for-word. There are three steps to studying the topic: identifying the type of question, determining the appropriate purpose, and considering all sides of the issue. The document then outlines seven steps for preparing a successful extemporaneous speech: reinforce the thesis, capture the central idea in one sentence, develop an outline with supporting points, introduce the topic by grabbing attention and stating the thesis, check each main point, supply examples and evidence for each point, and conclude by restating the thesis and connecting to the audience's interests.
This document provides details of a training session on developing higher-order thinking skills for English teachers through Professional Learning Packages (PLPs). The 5-day training at the Cebu Business Hotel from September 25-29, 2023 will cover topics such as incorporating higher-order thinking skills in the classroom and developing a Workplace Application Plan (WAP) to apply the concepts from the training. Participants will learn about the WAP template and work in groups to develop a WAP to incorporate higher-order thinking skills in their teaching practice. The training aims to enhance teachers' competencies in supporting higher-order thinking skills among students.
This document outlines expectations for student behavior, including being punctual, obeying teachers, presenting excuse letters, using English, bringing your own materials, respecting teacher space and belongings, showing respect to teachers and others, being courteous by greeting teachers and helping them, and attending assigned areas. Students are expected to arrive and submit assignments on time, follow teacher instructions, provide notes for any absences, communicate in English, supply their own learning tools, avoid the teacher area without permission, treat all with respect as respect begets respect, greet teachers and offer assistance, and restrict themselves to assigned locations.
Facilitating Speech and Language Development through Reading Aloud and MoreReading Horizons
This document provides an overview of a presentation on facilitating speech and language development through reading aloud and other activities. It discusses why facilitating speech and language development is important for literacy, academics, and social/behavioral development. It recommends reading aloud to children as a key way to facilitate development and cites studies supporting its benefits. It provides tips for making the most of reading aloud, such as labeling pictures, predicting, asking questions, and repetition. It also discusses age-appropriate book types and developmental milestones.
Presenting an overview of the research and history of Every Child Ready to Read @ Your Library and why this early literacy initiative works and should be an essential part of all library storytimes and settings.
This document discusses dyslexia and strategies for supporting students with dyslexia. It defines dyslexia as a language-based learning disability involving difficulties with reading, writing, spelling, and pronouncing words. The causes of dyslexia are unclear but involve differences in brain development and function. Early identification is important to avoid other issues. Suggestions are provided for identifying struggling readers and boosting their self-esteem, as well as comprehensive reading instruction strategies like phonics, fluency building, and developing comprehension skills.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills needed for reading comprehension: general language skills and word reading ability. The goal of reading instruction should be to help children develop these skills to a level consistent with their language ability so they can understand text. The article recommends allocating resources to early identification of struggling readers and preventive instruction, as delays in reading skill development can negatively impact students. It is organized into sections on facts about reading, effective instructional practices, and identifying students needing extra support.
This article discusses methods for preventing reading difficulties based on recent research findings about reading development. It identifies two key skills necessary for reading comprehension: general language skills and word recognition abilities. It notes that the most common cause of early reading difficulties is problems with phonological awareness - the ability to identify and manipulate sounds in words. The article recommends early identification of at-risk children and preventative instruction focused on developing phonological awareness and accurate, fluent word recognition to help all children become skilled readers.
- Early literacy skills like phonological awareness, print motivation, and vocabulary are strong predictors of reading ability later in childhood and can help prevent achievement gaps.
- Public libraries have responded to research on the importance of early literacy by providing resources to help children develop skills like print awareness and narrative skills before starting school.
- Developing these six early literacy skills through practices like reading, writing, playing and talking with children helps them become "ready to read" by kindergarten.
Running head LEARNING TO READ1LEARNING TO READ6.docxwlynn1
Running head: LEARNING TO READ 1
LEARNING TO READ 6
Learning to Read
Mary Williams
CSU
3/10/19
Learning to Read
Learning to read entails a complicated process progressing continuously from childhood. Orthographic knowledge and phonological awareness are ideal in the acquisition of reading and related writing skills. Their learning to read attributes to the ability of an individual and the information stored on memory to encode a spoken language. Also, the ability to comprehend, as well as detect the sound, and any units even small of distinct sounds in a speech postulate the process of learning that is unique to each.
From the empirical studies by Gray (2010), I have got to acknowledge that individuals, especially children take their primary step early in life to learn how to write and read. They develop fundamental concept understanding revolving around literacy and its importance before exhibiting production skill of reading and writing. Research postulates that children acknowledge the use of symbols, incorporating oral language, prints, pictures, and take part incoherent combination, therefore, facilitating their communication and creation of meaning in various contexts.
Children acquire substantial knowledge attributing to systems of the alphabet; begin to process the relationship between letters and sounds, as well as reading words, from their initial interaction and experiences with adults. In their continuous learning process, they effectively incorporate these formulations into structures and patterns that in turn facilitate fluency, as well as automaticity in learning. The all or nothing analogy defines the developmental continuum, thus conceptualizing acquisition of the learning skills.
Affirmatively, research on “learning to read” shows that the process develops naturally only after careful instruction and planning. Active and regular interactions with prints are of the essenceof this process. Immediate experiences with written and oral language lead to the required specific abilities critical for writing and reading. The skills one has early in their lives define the expectations and assumptions concerning inspiring a child to practice learning and becoming literate. From differentbackgrounds, the young person gets to acknowledge that writing and reading are significant elements that enable them to execute different things in their lives.
Moreover, children begin experimenting with language in their first periods of life. For instance, toddlers produce sounds imitating rhythms and tones of adult talk as they read facial expressions and gestures. Therefore, associating sequences of sounds with words frequently heard also, children delight in listening to familiar rhymes and jingles, manipulate objects like alphabet blocks and board books, as well as playing along with games such as pat-a-cake and peek-a-boo in their play. As a result, children learn to use several symbols from these first beginnings.
.
The document outlines the mission and objectives of Imaginary Schools, which aims to identify and serve gifted students through an equitable identification system, quality programming, advocacy, professional development, real-world experiences, and opportunities for students who show potential but do not qualify for gifted programs. It also provides a definition of giftedness as demonstrating extraordinary aptitude in one or more intellectual, creative, or skill-based domains.
It's More Than "Just Being In:" Creating Authentic Inclusion for Students wit...Brookes Publishing
In this edWebinar, Cheryl M. Jorgensen, Ph.D., Inclusive Education Consultant, describes the core, essential elements of inclusive education including:
– Valuing students for their differences
– Establishing an inclusive school and adult life vision
– Presuming competence
– Securing valued membership in general education
– Facilitating reciprocal social relationships
– Supporting full participation in general education instruction in a general education classroom
– Establishing rigorous learning objectives aligned with the general education curriculum and those life skills that contribute to students’ inclusion in school and community life
Learn how to use a Learning and Participation Planning Form with teams of students who have complex support needs such as autism, Down syndrome, intellectual disability, and multiple disabilities. All K12 general and special education teachers, administrators, and paraprofessionals are invited to watch this recorded session. Learn more about important elements of inclusive education.
Young children are increasingly required to start learning foreign languages like English at younger ages. While this is popular with politicians, parents, and publishers, research shows older learners consistently perform better. Younger learners make slower progress and cover half as much material in the same time period as older learners. However, starting foreign language learning young may provide intrinsic benefits by opening children's minds and potentially leading to long term benefits for individuals and society. Whether starting young is truly beneficial depends on how instruction is implemented and what happens after the early stages.
Co-Design Toolkit & Report: Working with Dyslexia Helena Parewyck
This project is about Co-Creation and Co-Innovation specifically co-designing with toolkits for children who have learning differences, particularly Dyslexia.
1) The document discusses dyslexia and challenges faced by dyslexic students in reading. It establishes that the goal of the reading "pull-out" program at The Joy School is to first build trust with students and then develop individualized reading remediation plans.
2) There are three main components of reading: decoding, fluency, and comprehension. Students struggle if they lack any of these components. The document also discusses other factors like print tracking and recognizing non-phonetic words.
3) The reading specialists learned about three subtypes of dyslexia - dysphonetic, surface, and mixed - and intervention strategies for each. The approach is individualized based on the student's specific needs
Remedial reading programs should use research-based methods implemented consistently by well-trained teachers. Instruction should start simply and gradually increase in complexity, with modeling, guided practice, and independent work. Reading difficulties can be diagnosed through evaluating comprehension, phonics, and other skills to identify strengths and weaknesses. Common causes of problems include inadequate instruction, lack of materials, large class sizes, and lack of reading interest.
The document discusses cognitive development in middle childhood, including language development, memory, intelligence, and approaches to education. It covers Piaget's stages of cognitive development, information processing, reading development, multicultural education, homeschooling, and intelligence testing. Key topics are concrete operational thought, metacognition, bilingualism, educational trends focusing on diversity and accountability, and the impact of teacher expectations on students.
This chapter discusses cognitive development in middle childhood from ages 7 to 12. It covers key topics like Piaget's stages of cognitive development, information processing, language development, intelligence, and approaches to educating gifted students or those with intellectual disabilities. The document also examines issues like bilingual education, teacher expectations, homeschooling, and approaches to teaching reading.
Similar to ORIENTATION FOR READING & WRITING.pptx (17)
IMAGERY Powerpoint Presentation for Classroom ObservationShawieTablada
The document provides instructions for an activity where students will create pictures representing recent issues in the Philippines and present them to the class. It discusses having students paint pictures on landslides, gender equality, and unemployment. It then discusses imagery, defining it as the mental pictures evoked by literature, and describes the five types of imagery: visual, auditory, kinesthetic/tactile, olfactory, and gustatory. It provides examples and has students practice identifying imagery through examples and a quiz. It concludes with an assignment where students analyze imagery in a song through dance, singing, art, and roleplay.
Training on higher- order thinking skills professional learning packagesINSET...ShawieTablada
This document outlines a training session on developing a Workplace Application Plan (WAP) for implementing concepts from a Professional Learning Package (PLP) on Higher-Order Thinking Skills. The session covers the rationale for WAPs, components of the WAP template, and an activity where participants work in pairs to develop their own draft WAPs. The goal is for teachers and mentors to incorporate strategies for developing higher-order thinking skills in their instructional practice.
An extemporaneous speech is a planned speech delivered with the help of notes rather than being memorized word-for-word. There are three steps to studying the topic: identifying the type of question, determining the appropriate purpose, and considering all sides of the issue. The document then outlines seven steps for preparing a successful extemporaneous speech: reinforce the thesis, capture the central idea in one sentence, develop an outline with supporting points, introduce the topic by grabbing attention and stating the thesis, check each main point, supply examples and evidence for each point, and conclude by restating the thesis and connecting to the audience's interests.
This document provides details of a training session on developing higher-order thinking skills for English teachers through Professional Learning Packages (PLPs). The 5-day training at the Cebu Business Hotel from September 25-29, 2023 will cover topics such as incorporating higher-order thinking skills in the classroom and developing a Workplace Application Plan (WAP) to apply the concepts from the training. Participants will learn about the WAP template and work in groups to develop a WAP to incorporate higher-order thinking skills in their teaching practice. The training aims to enhance teachers' competencies in supporting higher-order thinking skills among students.
This document outlines expectations for student behavior, including being punctual, obeying teachers, presenting excuse letters, using English, bringing your own materials, respecting teacher space and belongings, showing respect to teachers and others, being courteous by greeting teachers and helping them, and attending assigned areas. Students are expected to arrive and submit assignments on time, follow teacher instructions, provide notes for any absences, communicate in English, supply their own learning tools, avoid the teacher area without permission, treat all with respect as respect begets respect, greet teachers and offer assistance, and restrict themselves to assigned locations.
The document outlines the program for a Brigada Eskwela motorcade and opening program. It will begin with an assembly at 8am at Tabuelan Central Elementary School, followed by registration, an opening program with performances and speeches from school and local officials, and an intermission number. It will conclude with the Brigada Eskwela volunteers presentation and proper school cleaning.
The document provides guidance for creating a slideshow to memorialize a school year. It suggests including pictures from the first day of school, seasonal activities throughout the year, field trips, special guests, honors received by students, and pictures from end-of-year celebrations. The slideshow template is intended to capture memories from the year that will be appreciated by students and their families for a lifetime.
The document provides guidance on evaluating poems and developing critical thinking skills. It includes three sample poems on various topics and questions to help analyze different elements of the poems, such as word choice, message conveyed, and effectiveness of the author's presentation. Students are encouraged to thoughtfully consider the ideas, reasoning, and style of presentation in poems and how these contribute to the overall meaning.
This document summarizes a virtual conference agenda on end-of-year data gathering and submission requirements for the English program. The agenda covers reviewing Trumpa assessment results, feedback forms, results from the School Reading Readiness Program, conducting the Phil-IRI assessment, an EGRA report, submitting a Learning Action Cell implementation plan, updates on campus journalism, and guidelines for a municipal festival of talents read-a-thon event. Feedback is also provided on data submission from different districts. The conference aims to ensure timely submission of all end-of-year program results.
This document outlines various rules, activities, and lessons about listening skills. It includes guidelines for participating in group activities, respecting time limits, avoiding unnecessary noises, and raising your hand before speaking. It also discusses identifying different types of listening texts, validating information using criteria like currency and accuracy, and the importance of knowing if a source can be trusted. Students are asked to summarize a speech, create a song or dance based on the content, and determine if the speaker satisfies validation standards. The document aims to teach valid information evaluation and promote unity through shared listening activities.
This document provides an overview of brainstorming for research topics. It begins by listing the lesson objectives, which are to review the concept of research, differentiate between qualitative and quantitative research, discuss factors to consider before starting a research project, and plan a research agenda. Next, it prompts the learner to generate vocabulary words related to research. The main section defines research and discusses its importance, how it can provide solutions, introduce new ideas, and increase knowledge. It suggests potential research topics in various fields. Finally, it provides examples of issues that could be researched for academic or vocational tracks.
This document contains a list of random words with no clear theme or connection between the words. It does not provide enough context or information to generate a multi-sentence summary.
This module focuses on writing literature reviews. The learning objectives are to identify the unique features of literature reviews, write a coherent literature review, and complete tasks with confidence. Students will learn how to compose texts that are useful across disciplines by focusing on the requirements for literature reviews.
The document describes various actions and events, including a boy playing football, Oliver growing giant carrots in his garden that were later eaten by neighborhood bunnies, prompting him to post a sign saying "Don't Eat the Carrots", and ballots being counted.
Practical research in senior high school aims to develop students' critical thinking and problem-solving skills through quantitative or qualitative research projects. Students present their research findings through an oral defense. Research is important as it informs action, gathers evidence for theories, and contributes to developing knowledge. It is necessary and valuable in daily life as it builds knowledge, facilitates learning, increases public awareness of issues, helps succeed in business, allows distinguishing lies from truths, finds opportunities, and exercises the mind through reading, writing, and analyzing information.
Students are expected to attend classes on time, follow instructions, wear masks, submit work on time, and respect teachers. Proper grooming is required such as haircuts for boys and nails cut short for girls. Students should avoid littering and coming to school when sick. The document then lists the elected classroom officers for the second semester, including the president, vice president, secretary, treasurer, and other roles.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
2. Literacy is your ability to read and write. These skills are important for school, at work,
and at home. Speech-language pathologists, or SLPs, can help you learn to read and
write.
You start to learn language as a baby. You learn how to say sounds and put them
together to make words. You learn to use words to tell people what you think and how
you feel. These early speech and language skills help you learn to read and write.
Does your child have speech or language problems? He may have trouble learning to
read and write. This can make it hard to do well in school.
Adults can have problems reading and writing, too. You may have had trouble as a child
and still not read and write well. Or, you may start to have problems reading and writing
after a stroke or brain injury.
An SLP works with children and adults who have trouble reading and writing. The SLP
can test speech, language, and literacy skills and find ways to help you or your child
improve. The SLP can also work with your child’s teacher to make it easier for her to learn
in school.
Reading and writing can be hard, but help is available.
3. What is the relationship between
reading and writing?
Research has found that when children read
extensively they become better writers.
Reading a variety of genres helps children
learn text structures and language that they
can then transfer to their own writing. In
addition, reading provides young people with
prior knowledge that they can use in their
stories.
5. Children who read tend to do better at school and
professionally. However, according to the 2007 National
Endowment for the Arts study, "To Read or Not to Read,"
reading skills among American children have reached
disturbingly low levels, which has "civic, social, and economic
implications." The rise in technology means increased
demands for higher literacy and consequences are grievous
for those who fall short, according to "Preventing Reading
Difficulties in Young Children."
6. Critical Thinking
The growth of digital media as a source of information has reduced the
ability of children to critically evaluate the information they are exposed to,
says Professor Patricia Greenfield, director of the Children's Digital Media
Center at UCLA. Critical thinking skills are crucial in helping students
achieve more than a cursory understanding of any topic and helps them
form their own opinions. Reading requires a person to think and process
information in a way that watching television may not. The more you read,
the deeper your understanding becomes of what you are reading and its
application. Greenfield tells parents to encourage their children to read and
should read to their children. Developing writing skills can help you
strengthen your ability to make reasoned arguments on a variety of
subjects, which is useful in school and on the job.
7. Improved Communication Skills
Improving your reading and writing skills also goes
hand in hand with developing your communication
skills. The more you read and write, the more you
broaden your vocabulary and are able to articulate
concepts accurately and more effectively to others.
Increasing your ability to communicate also helps
make you a better worker or student.
8. More Opportunities
Studies show that people with advanced reading and writing skills have
more opportunities in school and professionally than those who do not
develop these skills. According to the 2007 NEA study, nearly two-thirds of
employers ranked reading skills as "very important" for high school
graduates, and more than a third found that their applicants were deficient
in their reading ability. Children who are avid readers will often find school
more appealing. People who graduate from college will find more work
and career opportunities than those who graduated only high school or
dropped out. Literary readers are more likely "to engage in positive civic
and individual activities--such as volunteering, attending sports or cultural
events, and exercising" than non-readers, according to the NEA study.