Page Servies W200

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Page Servies W200

  1. 1. + Elementary Education Reading By Page Servies W200
  2. 2. + Menu  Slide 3-5: Delivering What Urban Readers Need  Slide 6-8: Attitudes Toward Reading Expressed by Elementary School Students Diagnosed With Learning Disabilities  Slide 9-11: Teacher and Parent Scaffolding of Voluntary Summer Reading  Slide 12: 3 “a-ha” moments  Slide 13: Connection between articles/Conclusion  Slide 14: APA Citations
  3. 3. + Delivering What Urban Readers Need By Shobana Musti Rao and Gwendolyn Cartledge  Akkem was put in time out during read aloud time for misbehaving. This classroom management found in many urban schools is not acceptable. It only separates low performing students from the literacy instruction they need.  “Reading is a survival skill. When a child fails to read in elementary school, it reduces a child’s chances of success not only in school but life.”  To improve an urban reader a teacher must examine her students early on, intensive instruction on core prereading and reading skills, and continued support after instruction.  To engage the students, teachers must take on culturally responsive curriculums. If the students have something they can relate to they are more prone to enjoy the reading.
  4. 4. + Article 1 continued…  Teaching within small group discussions is also important. The teacher can provide different instructions for each groups depending on their skill level. This also gives the students a chance to talk with each other about how they can relate with the book. As a teacher, this is a time to monitor student learning. The teacher is able to observe how each student is working with the book.  Classroom management is also a way of pushing a child to improve their literacy skills. Engaging with other students who need a bit more help will help the student who actually needs help, however, it also helps the students who is guiding the session improve also.  What can teachers do for students like Akeem?  Teachers must respond early to children like Akeem. If a teacher responds with some of the strategies talked about above, the child has a much better chance of succeeding in school and life.
  5. 5. + Personal Reflection  When you have a child who is not interested in being at school period is very difficult for any teacher. This is why we, as teachers, must start with this students early. Students like Akeem should not be sitting in time out during one of the most stimulating literacy activities of the day. As a teacher I am ready to attack this problem head on and do my best to help as many children as I can.  Educational Resources (Math, Reading, Writing, etc)
  6. 6. + Attitudes Toward Reading Expressed by Elementary School Students Diagnosed With Learning Disabilities By Belinda Lazarus & Thomas Callahan  “Reading attitude fulfills a pivotal role in the development and use of lifelong reading skills.”  Research has proved that attitudes affect one’s motivation to read. Accomplished readers with average to poor attitudes toward reading may choose to watch their favorite television show over reading.  What did the McKenna and Kear study find?  This study compares attitudes of elementary students with learning disabilities and their non-disabled peers. The results show that students with learning disabilities expressed reading attitudes that equaled or exceeded the attitudes of average and low non-disabled students. Also, the attitudes of students with learning disabilities were more stable in grades 1-5 than non disabled students.
  7. 7. + Article 2 continued… McKenna & Kear Study: The differences between recreational reading and academic reading with learning disabled readers, low readers, average readers, and high readers.
  8. 8. + Personal Reflection I think students with learning disabilities have more trouble reading than their non disabled peers, however, their attitude toward reading is a tremendous factor also. I agree with the “pull out” programs. I think if there are students who need extra help, need one on one, or cannot concentrate in a big class we must help them. There is no difference in helping a non-disabled student versus a learning disabled student besides putting forth a bit more effort.
  9. 9. + Teacher and Parent Scaffolding of Voluntary Summer Reading By Thomas White & James Kim  “Research shows that low income, minority, and less skilled readers fall behind their high income, white, and more skilled peers during the summer months when they are not in school.”  Providingthe low income and minority students with good books to read during the summer months could change the summer reading loss.
  10. 10. + Article 3 continued…  What can teachers do to prepare their students for summer reading?  At the end of the school year, teachers can put together several lessons for students to work on throughout the summer. The lessons should include comprehension strategies, oral reading practice, and encourage the students to read aloud to an adult.  What can parents do to help?  Parents can be their for their child when it is homework time. They can encourage their child to read aloud to them. Taking children to the library is always something fun a child and parent can do together.
  11. 11. + Personal Reflection Isupport summer reading programs completely. I also think teachers should encourage their students and parents to get a library card. I think when parents take their children to the library they are showing their children that reading is fun and relaxing.  Here is a public libraries link for students to search for a library near them.  Public Libraries Around the World
  12. 12. + 3 “a-ha” moments  After reading the Attitudes Toward Reading… article I was shocked with the results from the McKena and Kear study. I did not know your attitude affected your ability to read. This must be why children with bad attitudes toward reading cannot read very well.  Teaching is going to be a lot more intense and hard than I thought it was going to be. The futures of children lay in your hands. You have to be responsible and ready to do anything for them.  When I look back on my elementary school summers, I didn’t read much at all. The family was always by the pool, at the lake, or on vacation. I now understand how important it is to keep up on your reading skills.
  13. 13. + Connection between articles & Conclusion  All three of the articles assess the readers ability and they provide ideas about how to improve a young, developing child’s reading skills.  Children’sminds are very fragile and need encouragement when it comes to reading. If children are not helped at a young age is could affect them the rest of their lives. READING IS IMPORTANT!
  14. 14. + APA Citations  1. Lazarus, B.D., & Callahan, T (2000). Attitudes Toward Reading Expressed By Elementary School Students Diagnosed With Learning Disabilities. Reading Psychology, 21, Retrieved December 7, 2008, from http:// www.usm.maine.edu/~amoroso/edu621/4050957.pdf.  2. White, T.G., & Kim, J.S. (2008). Teacher and Parent Scaffolding of Voluntary Summer Reading. The Reading Teacher, 62, Retrieved December 7, 2008, from http://web.ebscohost.com/ ehost/pdf?vid=4&hid=107&sid=75a390e5-4141-4d35-b2a0- d7a8209f5e32%40sessionmgr108.  3. Musti-Rao, S, & Cartledge, G (2007). Delivering What Urban Readers Need. Educational Leadership, Retrieved December 7, 2008, from http://web.ebscohost.com/ehost/pdf? vid=5&hid=115&sid=75a390e5-4141-4d35-b2a0-d7a8209f5e32% 40sessionmgr108.

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