Ideal Reading Program For Fifth Grade

Ideal Reading Program For Fifth Grade
Ideal Reading Program for Fifth Grade
Devon Alder
Liberty University
How should a flourishing reading program for fifth grade appear? "There's no one best way to teach reading; instead, [educators must] create a
balanced literacy program" to meet every student's needs (Tompkins, 2014, p.327). It is essential that all literacy programs feature instruction in
phonemic awareness, phonics, fluency, vocabulary, and comprehension so that students can become capable readers and writers.
Phonemic Awareness Phonemic awareness is "the ability to hear, identify, and manipulate individual sounds
–phonemes–in spoken words," which can
be a complex process for some (Armbruster, 2009 p.10). To exemplify, in the word "mat" an individual... Show more content on Helpwriting.net ...
By learning alliteration, the students could create poems and tongue twisters that begin with the same initial sound. Identification and the
manipulation of phonemes must be done successfully so that their poems and tongue twister are accurate. I could model an example of alliteration
by saying: Ms. Alder ate Aunt Annie's apples. In rhyming, the students could hear that certain words have the same ending sound. I could model this
too by saying: Ba baa black sheep, have you any wool? Yes sir, yes sir, three bags full. A clear understanding of alliteration and rhyming can also be
taught through the use of read aloud texts. If I taught younger students, I could create activities that required them to substitute and or blend sounds.
For example, I could say the word "mat" and ask the students to substitute /m/ for /b/. They would then form the new word "bat". As for blends, I
could have the students sound out specific phonemes such as /s/ /a/ /t/ to create words such as "sat".
Phonics
Phonics "is the set of relationships between phonology (the sounds in speech) and orthography (the spelling pattern of written language" (Tompkins,
2014, p.152). This is the ability to know that each alphabet letter has a sound that correlates with it. Although phonics and phonemics awareness differ,
phonics "puts the intervention at the level of sounds, not letters, making sound concrete and
... Get more on HelpWriting.net ...

Advantages And Disadvantages Of Reading English
Richard Hanley reported on the various challenges that facing children learning to read respectively in Welsh and English. In 2003, the results of an
overall investigation of written word admission skills at the end of first grade in Fourteen's different European countries. Therefore, the results proved
that children who were learning to read English complete far worse than the children of any other nationality at reading both real words and non–words
with identical structure to real words. Whilst children from most of the Fourteen countries read over Ninety percent of real words exactly, the children
learning to read English was valid on only Thirty–Four percent. The next lowest score was Seventy One percent of words read correctly by children
from Denmark. This essay will discuss the challenges that face to children's English learning.
The English writing system, in common with all European and American languages, English utilize an alphabetic writing system in which letters
exemplify the spoken sounds of words. The smallest unit of sound that can ... Show more content on Helpwriting.net ...
Consequently, congealed spelling and spellings of imported words are altered to guarantee that they are symmetrical with the letter–sound rules of the
obvious orthographies. Therefore, there are some advantages of English is not having a completely regular orthography. For instance, versed readers of
English can differentiate the meaning of homophones such as colonel and kernel directly from their written form. In an obvious orthography, they
would be spelled the same way. The disadvantages of a vague orthography are the existence of many irregular words whose pronunciation cannot be
foretold from their spelling. Furthermore, many frequent and early–gained English words are

Spelling Assessment and Rti Essay examples
Spelling Assessment and RTI Tawana Hosey Walden University Literacy Development in an Academically Diverse Classroom (EDUC
–6709–2) Lisa
Cline July 1, 2012 Spelling Assessment and RTI Accurate, automatic recognition of printed words drives the reading process (Morris, 2008). Spelling
assessments play a vital role in this process and enhances the development of reading. These assessments also serve as an important tool when assessing
the reading ability of students. When attempting to recognize any challenges students may face, spelling assessments are very useful. Dr. Bear goes
into detail about spelling assessments and how they provide valuable insights about the reading development of students and goes into detail about...
Show more content on Helpwriting.net ...
They take the assessment three times within a school year to track their progress. The data is kept in students' data folders so when I have data chats
with them they are able to see what improvements are needed or what improvements have been made. Data is also kept in the classroom so students
will see their progress as a whole. Reading coaches assist in determining if students have made enough growth along with the results from other
assessments to be placed in a regular language arts class or if the student should remain in a reading program with after school tutoring or pull outs
with an interventionist. RTI is definitely a need when working with students that struggle. Mesmer and Mesmer (2008) state that RTI is a process that
incorporates both assessment and intervention so that immediate benefits come to the student. References Morris, D. (2008). Diagnosis and correction
of reading problems. New York, NY: Guilord Press. Mesmer, E.M., & Mesmer, H.A.E. (2008). Response to intervention (RTI): What teachers of
reading need to know. Reading Teacher, 62(4), 280
–290. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston,
MA: Allyn & Bacon. Walden University M.S. in Education Program Formative Evaluative Criteria for Applications and Reflective Essays Quality
of Work SubmittedWork reflects graduate–level critical, analytical thinking.| A: Exemplary WorkA = 4.00; A
– = 3.75All of

Elementary School Classroom Reading Programs
The questions that are addressed by the researcher are: what are the components of elementary school classroom reading programs that promote the
reading growth of students with reading difficulties? What are the strengths of these programs and how can these strengths be used to help educators
design or implement other effective reading programs? The article discusses six classroom programs that help improve reading in struggling students.
The researcher's intention with writing the article was to help other teachers and educators in implementing their own reading programs. The six
elementary school classroom reading programs discussed are: the Book Club Program, Concept–Oriented Reading Instruction, Fluency–Oriented
Reading Instruction, the Four Block Approach, the Kamehameha Early Education Program Whole Literacy Curriculum, and Success for All. The
reasons for choosing the listed programs are these programs have been proven to effective with struggling readers, were used in diverse public
schools, were based on reading research and practice and provided a significant amount of progress of struggling readers by the program developers and
researchers through qualitative and/or quantitative measure of the success students have reached through the program.
Book Club Program (BCP). This program is implemented in different ways which are community share (students learn as a whole with the teacher),
reading (teacher and students read out loud, reading buddy or silent reading

Reading Achievement Of Deaf And Hard Of Hearing
I.В¬Introduction This chapter provides an overview of the present study. First, reading achievement and difficulties of students who are d/Deaf and
hard of hearing (d/Dhh) are discussed. Second, it justifies the theoretical framework of the study with three primary sources: Simple View of Reading
(Gough & Tunmer, 1986; Hoover & Gough, 1990), the National Reading Panel (NRP, 2000), and the Qualitative Similarity Hypothesis (QSH) (Paul,
Wang, & Williams, 2013). Next, Visual Phonics is explained. Then this chapter introduces the purpose of the study and proposes three research
questions. It also briefly discusses the research methodology for gathering data relevant to the questions. The last part of the chapter provides details
about the key terms of the study.
a.Reading Achievement of d/Dhh Students Reading is an essential skill for social life and academic success. Learning to read is a complex process.
Some students learn to read effortlessly, but others find it difficult. Reading difficulties of d/Dhh students are well documented. Most students with
severe to profound hearing loss graduate from a high school with approximately a fourth–grade reading level (Paul, 2009; Paul, Wang, & Williams,
2013; Traxler, 2000; Wurst, Jones, & Luckner, 2005). Fourth grade reading level is considered functionally illiterate because the literate reading level
is a 5th or 6th grade (Paul, 1997), and the majority of students who graduate from a high school are functionally illiterate.

The Lack Of Fluency Within Their Reading Programs
Literature Review As many teachers search for new strategies and interventions to address the lack of fluency within their reading programs,
Repeated Reading (RR) appears to be a topic of curiosity. RR is an evidenced based strategy designed to increase reading fluency and comprehension
through the development of automatic word processing and contextualized linguistic effect (Winter, 2007). Similar to the text features on a cell
phone, automatic word processing is the ability to detect and comprehend a word effortlessly as the viewer glares to the next set of letters. This skill
is key in increasing fluency as the reader spends little time decoding the words before them. As the reader continues to read, contextualized linguistics
take place as the reader begins to understand the context and the expression meant in the passage that is being read. This understanding of context and
expression allows the reader to engage and interact with the text as they begin to formulate questions on what may come next or predict the ending
(Kuhn, 2004). In Devault and Joseph's review (2004), studies concluded that the effectiveness of RR is based on repeated word recognition. Repeated
word recognition has become the stepping stone for developing instant word recognition, which in turn provides the entrance to comprehension. There
are over 100 words that make up 50% of the words we read, even as adults (http://www.eduplace.com/rdg/res/teach/rec.html). Having these words stored
in our

The Characters Dick, Jane, and Spot Essay
The Characters Dick, Jane, and Spot Dick, Jane, and Spot are all characters that are used to teach Elementary School Children reading and spelling
skills. Spelling is a difficult concept to master, especially when learning the spelling of American Standard English. "George Bernard Shaw said that
the word fish might as well be spelled ghoti––using gh as in rough, o is in women and ti as in vacation"(Glazer 99). Sometimes the spelling of certain
words can seem illogical and may have no other similar spelling in the language. When a young child looks at these words, the student cannot use logic
to spell certain... Show more content on Helpwriting.net ...
It is like the information gets lost on the way to the brain. Discrepancy means the connection between the learning disabled students achievement
and ability. One example the web site gives is, " It's kind of like a baseball player who has the ability to hit home runs but is given a broken bat to
use. He doesn't have the chance to prove how great he really is." Learning disabled students are not all the same, but they all have similar processing
difficulties and learning difficulties. Students with learning disabilities require more patience and one on one attention from teachers, making it
difficult for them to be in a class with children who do not have learning disabilities. These children are usually put in special education classes where
the class sizes are smaller and the teachers are trained to teach these children. There are three methods that must be used to teach spelling correctly and
effectively. The first is that "spelling instruction should not be restricted to a study of relationships between letters and sounds but should also entail a
comprehensive study of the structural and semantic relationships of words"(Hodges 419). Teachers must incorporate spelling with reading and writing.
A child will not be able to further his spelling skills unless he is continuously practicing and using his spelling knowledge. Also, if a child is constantly
reading and

Essay on A Summary of David AbramвЂ™s Animism and the Alphabet
Isaiah Graham
Farmer
ENG 11–940
9/13/2013
A Summary of David Abram's Animism and the Alphabet
David Abram's selection, "Animism and the Alphabet" conveys that human's disconnection from the natural world is partially at fault with the
alphabet, it also asserts that alphabet originates from the natural world. Abrams supports his ideas by mentioning several great thinkers throughout
history including Plato, Socrates and others. Abram's also compares modern ways to the customs of indigenous people. The main purpose of Abram's
paper is to convey the idea that people have disconnected from the natural world, and one of the main reasons for this is the alphabet. The alphabet is
not portrayed as a bad thing, but as a tool that has both ... Show more content on Helpwriting.net ...
Some would say that this was an improvement and the Greeks would agree. Others would say this was just another step in our departure from nature.
The beginning of this departure would appear to have started with the aleph–beth, but the Greeks took the system and stripped it of all natural
references. Abrams begins the next section of the text by referring to Socrates. Socrates says "I'm a lover of learning, and trees and country won't
teach me anything, whereas men in the town do" (pg. 34). This begins a long discussion on whether or not the human race has learned anything
from the natural world. Homer is mentioned several times and it becomes apparent that throughout his tales the Iliad and the Odyssey nature is
seen as a supreme being. The Greek gods are portrayed by the natural world, so how could Socrates say something as controversial as the Earth
won't teach him anything. In part it is because the Greek society relied extensively on the social aspect of life. Most Athenians learned from men in
the city and not from the Earth around them, so there was no real way for them to conceive the idea that nature could teach. There were a few who
looked beyond this however and saw the natural world for what it was. Abrams continues on by explaining that the Greeks were an oral culture and
the alphabet was still being learned. Homers epics were the first stories to ever be written down by the Greeks. This seems slightly ironic

Test Names : Fry Sight Word Inventory
Test Names:Fry Sight–Word Inventory
Examiner:Amanda Stempihar
Date:March 5th, 2015
Text Number:5.1
I.Assessment Description:
The Fry Sight–Word Inventory is an informal, criterion–referenced screener which measures high–frequency word achievement. Fry 's Instant Words
have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty–five words make up
approximately a third of all items published, one–hundred words comprise almost half of all of the words found in publications, and three–hundred
words make up approximately sixty–five percent of all written material. The first three–hundred words on Fry's list should be mastered by the end of
corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even
further into twenty–five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring
high–frequency word mastery is to increase fluency on high–frequency words in order to further automaticity within our students' reading, which
ultimately impacts overall comprehension.
The inventory should be individually administered to students in order to accurately observe student automaticity with the high–frequency word
recognition. Elementary students are frequently given this test in order to progress monitor high–frequency word mastery and general factors of fluency.

What Are The Characteristics Of Phonological Awareness And...
1. What are the components of reading instruction? Reading is an essential skill required to be proficient in any subject. Decoding and word
recognition allow learners to "recognize most words with little effort(Vaughn & Bos, 2015, p. 17)". There are many components of reading instruction
and according to the text they are phonological awareness, letter–sound correspondence, alphabetic principle, word identification, decoding, word study,
fluency, vocabulary, and comprehension(Vaughn & Bos, 2015, p. 178)". 2. What are the characteristics of phonological awareness, and how can you as
a teacher recognize your students who are struggling with phonological awareness?
"Phonological awareness is knowing and demonstrating that spoken language can be broken down into smaller units which can be manipulated with
the alphabetic system or orthography. Phonological awareness encompasses the discrimination, counting, rhyming, alliteration, blending, segmentation,
and manipulating of syllables, onset–rimes, and phonemes(Vaughn & Bos, 2015, p. 179)". Readers that cannot dissect words to sound them out and
struggle with unfamiliar multisyllable words demonstrate a phonological awareness deficit.
3. Think about how phonological awareness and phonics are interrelated. How can you use these skills be utilized and expanded on to develop word
reading and spelling skills?
As learners become familiar and fluent in recognizing sounds and

The National Reading Panel 's Five Domains Of Reading And...
Integration Paper
By Becky Demmer
Part 1
On completing the EDRD 600 course, the following are the critical elements that I will apply from the National Reading Panel's Five Domains of
reading and from Dr. Flynn's 1st Edition of "I teach reading. Why do I need to know linguistics?". They are phonemic awareness, phonics, fluency,
vocabulary and comprehension with an added element, writing. This course also covers the topic of Linguistics. Linguistics is defined as the study of
human language and its structure, including phonology, orthography, morphology/semantics, and syntax. Each of these areas of linguistics will be
discussed as well. Finally, researched–based strategies that could be integrated in the classroom will also be shared.
Phonemic Awareness refers to the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. We learned
about two levels of PA, one is auditory–you can do this in the dark and the other is matching sounds to letters. Reading to children at home–especially
material that rhymes–often develops the basis of phonemic awareness. Not reading to children will probably lead to the need to teach words that can
be broken apart into smaller sounds. Correlational studies have identified phonemic awareness and letter knowledge as the two best school–entry
predictors of how well children will learn to read during their first 2 years in school. This evidence suggests the potential instructional importance of
teaching PA to

Literacy Learner
Differentiation is the key for these students. All students may be working on the same objective, but for this group, the assignment will be given in a
different style to accommodate their learning. This will help ensure that they complete understand the material being taught. The student may just need
the process or the product of the material to be different. The distinction between below – average readers and severely disable readers is an important
one. Wherever we as educators draw the line separating the two groups, the idea is that instruction should vary depending on the severity of a child's
reading difficulty. Because fluency incorporates automatic word recognition, it is reflected in the narrow view ofreading. However, ... Show more
content on Helpwriting.net ...
Because of the rich diversity found in today's classroom, we as teachers have to consider ways of adapting the curriculum so that all children can learn
to recognize and use appropriate and descriptive vocabulary. Teaching a child how to decode words requires knowledge and skill. I must keep in mind
that aiming instruction at a lower functioning level wastes time and effort. On the other hand, aiming too high can produce frustration, and worse,
confusion (Morris, 2008).
Sorting words is a very simple but effective categorizing activity that encourages active student involvement. In pairs or small groups, students will be
given a list of words to sort into meaningful categories. The closed word sort activity that are being focused on are roots or affixes: some of the words
that begin with im–, some in which im– means "not," some in which im– does not mean "not" (e.g., impulse, important vs. immature, impossible) will
be a part of the list. The different words were chosen based on the instructional level of the students. I had to keep in mind that aiming towards a lower
instruction level would be wasting time and effort. On the other hand, aiming too high can produce frustration, and worse, confusion (Morris, 2008).
Other words will include sort words with a prefix that means "not" (illegal, irresponsible, and immature. Finally students

Spelling Is Often Difficult For ELL Students
Question #2: (a) Spelling is often difficult for ELL students because some spelling rules are unique to the English language such as its letter sounds
(homophones) and silent letters. According to Bear (1998), "to read and write words appropriately and fluently and to appreciate fully how words
work in context, instruction must balance authentic reading and writing with purposeful word study" (p.223). The understanding of how words are
spelled directly correlate to the proficiency of reading and writing. Developmental spelling is a phonics based program that focuses on the assessment
of a students spelling. The students are assessed to determine their stage of spelling development. According to Gentry (1982), "once the stages are
identified,... Show more content on Helpwriting.net ...
Students will utilize their prior–knowledge of letters and their sounds to make new words. I think it would be interesting to use literature to help
students develop their ability to make new words and continue the word patterns (possibly Dr. Seuss?). I think it is a smart move to begin the spelling
development by allowing students to find patterns and then adding to them. The only thing I worry about is the students focusing too much on the
endings of the words which may lead to confusion. One way we could avoid this problem is by revealing an example in which following the word
family or pattern wouldn't work or encouraging the students to look at the whole word instead of just the

Literacy Acquisition: Article Analysis
The study is focused on testing the rate of literacy acquisition in orthographically consistent Welsh language, and orthographically inconsistent English
language. Reading tests were used to compare the frequency of written experience. In the article, Ellis and Hooper refer to other related studies
concerning reading acquisitions. One of the statements that have been discussed is that the reason why the effect of consistency of mapping has been
extensively studied is that of relating symbols and their sounds in reading aloud. When readers are able to create the correct pronunciations of new
words or pseudo words; they must be able to relate lexical rules share graphemes and phonemes. Another assertion that has been discussed based ...
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The methods of the study include six primary schools in the northeast Wales's area that agreed to be part of the study. Three of the schools were
Welsh speaking and three were English speaking. The participants were 20 Welsh children who were chosen from the Welsh schools, and 20
English children from the English schools. The participants were 17 girls and 23 boys, between the age 6 and 7 years old. Most of the Welsh
children spoke Welsh with their direct family. The English children were monolingual. The English and Welsh reading tests were each collected by
sampling words from 100 following levels of decreasing written word frequency in the language. During the process, children were tested
independently in a quiet room in their school by a fluent Welsh and English speaker. Each child took part in just one meeting of two parts. The first
part consisted of measuring their capability to read aloud in their language. During the second part of the test, the child had to return to the first page
and explain the meaning of each word by giving a synonym, an explanation, or a correct usage. The results support the statement that learning to read
Welsh is easier than English and answered all the questions that arouse in the article. The data prove that all of the Welsh

The Joy of Reading and Writing: Superman and Me Essay...
"The Joy of Reading and Writing: Superman and Me"
Reading "The Joy of reading and Writing: Superman and Me," gave me a different perspective of reading and writing. Sherman Alexie, who grew up
on the Spokane Reservation in Wellpinit, Washington, explains his life as an Indian boy, and how reading andwriting helped his life to succeed. Alexie
purposes is to discuss how he first learned how to read and write, his intelligence as a young Indian boy, and Alexie as an adult teaching creative
writing to Indians children. Alexie learned not only how to read but to love reading. He used his love of reading to propel himself through the school
system, removing himself from the stereotypical to be dumb, quiet, poor, and to fail in life. ... Show more content on Helpwriting.net ...
Alexie wanted to be educated and refused to fail. "I refused to fail. I was smart. I was arrogant. I was lucky" (15).
Alexie's tone at end of the essay, he was proud and surprised of himself because he became a writer. Becoming a writer, Alexie started to write books
for children and he started to teach creative writing at Indian Schools. Alexie is proud because he has the opportunity to help other Indian kids to
succeed in life. "These days, I write novels, short stories, and poems. I visit schools and teach creative writing to Indian kids" (15). Most of the
children in the Reservation read his books and write their own poems, and that makes Alexie proud of himself. But there are some of the children
that who have already given up hope on themselves and sit in the back of the classroom and do not care anything for reading and writing. "Then
there are the sullen and already defeated Indian kids who sit in the back rows and ignore me with theatrical precision" (16). Alexie is trying to break
down their locked doors, and he is trying to save their lives by teaching them to read and write.
Alexie refused to fail, instead he read different kind of books and he became strong reader and a smart Indian. Alexie read everything and
everywhere he went. This is probably one of the reasons Alexie never fail in school and his succeed life, because he loved to learn. He also committed
to help other Indian in the Reservation by helping them to learn how

Notes On Child Profile Data
1)Child profile data
James is a nine–year old boy who is currently in year 3; he is of a Half Indigenous, half Australian background. James is one of four children; he lives
with his siblings, his mother and father. James is taught within a normal classroom environment however; he receives additional support to improve his
reading from a teaching assistant a few times a week. James' strength in regards to his reading is he possesses good directional movement. However,
James struggles with concentration for a prolonged period of time and recognition of common sight words.
2)Context and preparation
This assessment took place at James's mothers place of work, a nursing home in South Sydney. I arrived 15 minutes prior to James, ... Show more
His body language and facial movements reflected what James was reading in the book e.g. his eyebrows were raised and his eyes opened up more,
when reading certain portions, reflecting a feeling of surprise within the plot.
4)Child interview responses.
James was willing to participate in this portion of the running record. James gave honest and open responses to the following questions: Do you
read at home? What do you find hard about reading? What do you read at school? Would you like to improve your reading? His responses were
fairly brief. James does not read at home as, he is often playing a variety of sports after school. James said that, the hardest thing about reading is,
trying to sound out and read words he isn't familiar with. James described a particular book he read at school called Diamonds Forever; He described it
as a real life recount about how people find diamonds. James is optimistic and willing to improve his reading ability.
5)Running record; questions and observations
James was provided with a range of texts for this assessment. The descriptor alongside these texts described them as being for early fluent readers
because; these texts have a richer vocabulary, more words within a page and formal and descriptive

The Importance Of Writing And Writing Skills In The...
The English language has turned into the world's most widely used language. It is the principal language for global communications in various fields
including trade, industry, legislative issues, and training. This is the main motivation behind why a large number of learners throughout the world are
endeavoring to enhance their English language capability. A basic segment of this capability is enhancing one's ability for writing since this ability is
absolutely essential for employment in recent years. One vital factor to consider with writing competency is spelling as one single incorrectly
spelled–word can change a word or the purpose of the entire sentence. Moreover, the weakness in spelling significantly affects writing and reading
abilities. In other words, the orthographic or spelling learning is the driving force for productive reading and proficient writing. Good spelling
information is also critical for recognizing the words, which can enormously improve or obstruct reading skill. Concerning writing, poor spelling can
make writing a troublesome task by too much attention to spelling. Poor spelling likewise confines the writer's selection of words, which contrarily
affects innovativeness and prompts short and incoherent parts in writing (Baluch and Shahidi, 1991). As a rule, writing skill development for ESL
students is mainly affected by the words, for example, spelling and word recognition that rely upon comparable skills, to be specific, orthographic and

Use Of Cognition Through Intentional Thinking Essay
Reading Comprehension
Dornan, Rosen and Wilson (1997) as cited in UWI (2016) defines reading as "the interplay between a reader's mind and the printed text, assuming more
active participation by the reader in making sense of the text (p. 69). Additionally, Tompkins (2010) notes that, "reading is a process in which readers
comprehend and construct meaning (p. 46). Conversely, comprehension, is understanding what is read by the use of cognition through intentional
thinking (UWI, 2016). For reading comprehension to develop, there are many strategies one should be knowledgeable of, they are; phonics, phonemic
awareness, sight and meaning vocabulary, activate background knowledge, evaluating, monitoring, predicting, questioning, text structure, summarizing
and visualizing. Hence the following strategies will be employed by West Gate Hills School grade one teachers. Phonics is the ability to identify that
there is a relationship between the individual sounds (phonemes) of spoken language and the letters (graphemes) of the written language (UWI, 2016,
p. 35). On the contrary, Tompkins (2010) defines phonics as "the set of relationships between phonology (the sounds in speech) andorthography (the
spelling patterns of written language)" (p. 156). Knowledge in phonics helps students decode words during reading, developing reading
comprehension. Nevertheless, phonemic awareness is the knowledge that words are made up of a grouping of individual sounds and also includes the

Essay on Literacy Narrative
Throughout my childhood, the idea of having a college education was greatly stressed. As a result, it was my duty as the next generational child, to
excel in my studies and achieve a life of prosperity and success. Learning became the basic foundation of my growth. Therefore, my youth was
overtaken by many hours spent reading and writing what was known to be correct "Standard" English. I first found this to be a great shortcoming, but
as I grew older, I began to realize the many rewards acquired by having the ability to be literate.
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long
hours spent reading short novels and writing ... Show more content on Helpwriting.net ...
Unlike reading, when writing, it is important that grammar, spelling and vocabulary terms are used correctly, therefore restricting me from
writing in the way that I would prefer. The most stressed phrase while in high school was, "It is not the content of the essay, but rather the
mechanics of grammar and speech that are most prominent." Unfortunately, I have never been one to enjoy the art of writing. In fact, I was
recently given a diagnostic test, determining at which level I write and whether or not I should be upgraded to a higher achieving English class.
Unfortunately, I did not pass the test with flying colors. This was not due to the fact that I am incapable of writing a good paper, but rather that I
am unable to write in a limited amount of time, using the emphasized principles of correct; grammar, vocabulary and spelling. In the reading, Shitty
First Drafts, by author Anne Lamott, it is a fact that in order to write a brilliant paper, a first draft must be created. According to Lamott, "The Only
way I can get anything written at all is to write really, really shitty first drafts, all writers write them." (94) This is a quote in which I can relate being
that in order for me to begin a final draft, I must first have written a first draft, usually one that is in absolute

Essay on The Joy of Reading and Writing: Superman and Me
Reading Leads to Prosperity Sherman Alexie recalls his childhood memory of learning to read, and his teaching experience in "The Joy of Reading
and Writing: Superman and Me". He devotes his interest to reading. By this way, he breaks the stereotype that Indian boys are expected to be stupid
and dumb, and later on he becomes a successful writer because of his endeavor to read. Alexie vividly narrates his younger life by using metaphor and
repetition with a confident tone, in order to strengthen his description of his reading talent, his influence to the other Indian boys and how he struggles
in poverty to change his life. Alexie uses metaphor to illustrate his experience of reading and writing. As an Indian, he reads a large number... Show
more content on Helpwriting.net ...
Alexie precisely provides his reading process to the audience. On the other hand, it also proves that he breaks the block of lacking knowledge. In
fact, "the Superman" refers to himself. Alexie asserts his point that he transforms his destiny from poverty to success by reading, and he retells his
experience to other Indian boys to save their lives instead of enduring in a tough situation. Accordingly, he regards himself as hero, for he saves
both those Indian boys' lives and his own life. Moreover, when Alexie repeats the sentence of "breaking down the door", it relates to he attempts to
break through the obstacle of education. He does not obtain a decent education background; however, he can change this circumstance by reading.
While Alexie states his voice by using metaphor, he emphasizes the meaning of reading repeatedly in his essay. He stresses how he strives to read
variety of books, and he records that," I read the books my father brought home from the pawnshops and secondhand. I read the books I borrowed
from the library. I read the backs of cereal boxes... I read magazines. I read anything that had words and paragraphs" (18). Alexie lists out all the
material he has read with the same sentence structure, yet he does not conclude all these things in one sentence. He exemplifies his passion to reading,
for he tries to save his life. Due to his parallel repetition, Alexie impresses the audience by these

Phonological Dyslexia Vs. Orthographic (Surface)
Introduction:
Dyslexia is a neurological condition that affects в‰€15% of the world's population (Ramus et. al, 2013). It is defined as a difficulty in learning to
read or interpret words, letters, and other symbols (Pauc, 2015). This disability is associated with struggles in reading–related tasks such as word
identification and spelling in spite of normal intelligence, adequate education and motivation to read proficiently (Ma et.al, 2014). People with dyslexia
possess difficulties in taking notes, writing essays, finishing letters or reports, and showing their level of understanding in exams. The right
hemisphere is impaired in a dyslexic's brain, which is responsible for speech and reading, and because of this, they have to rely on the left ... Show more
al, 2016). ICT provide safe and controlled environments, motivation, high level of interactivity, immediate feedback, and contribute to the improvement
of visual processing skills and short–term memory or working memory inadequacies (Kalyvioti et. al, 2012). They also help develop interactive
experiences and optimistic learning surroundings, that can motivate and help children, thus helping them address their disability early on and
possibly mitigate its various negative effects (Skiada et.al, 2014). The use of ICT offer support in several fields concerning learning difficulties
(Kalyvioti et. al, 2016). Digital technologies can be used in order to train, assist and even enable the learning process (Skiada et.al, 2014). Specifically
designed applications can stimulate students interest, but may also help students with disabilities fit into and progress within mainstream school
environments (Skiada et.al, 2014). One of the main groups of people with special educational needs, such as dyslexia, could potentially gain many
benefits from ICT (Skiada et.al, 2014). As an ICT, this Chrome Extension has the ability to be able to motivate and help children learn and improve
their comprehension of the English

Louisa C. Moats Teaching Reading Is Rocket Science
Teaching Reading Is Rocket Science
What Expert Teachers of Reading Should Know and Be Able To Do
The most fundamental responsibility of schools is teaching students to read.
Teaching Reading Is Rocket Science
What Expert Teachers of Reading Should Know and Be Able To Do
June 1999
Author note: This paper was prepared for the American Federation of Teachers by Louisa C. Moats, project director, Washington D.C. site of the
National Institute of Child Health and Human Development (NICHD) Early Interventions Project, and clinical associate professor of pediatrics,
University of Texas, Houston, Health Sciences Center. Her work is supported in part by grant HD30995, "Early Interventions for Children withReading
Problems," ... Show more content on Helpwriting.net ...
TEACHING READING IS ROCKET SCIENCE / 5
To understand printed language well enough to teach it explicitly requires disciplined study of its systems and forms, both spoken and written.
Executive Summary
T
he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become
proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have
difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in
spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society: s

About 20 percent of elementary students nationwide have significant problems learning to read. At least 20 percent of elementary students do not read
fluently enough to enjoy or engage in independent reading. The rate of reading failure for AfricanAmerican, Hispanic, limited–English speakers and
poor children ranges from 60 percent to 70 percent. One–third of poor readers nationwide are from college–educated families. Twenty–five percent of
adults in this country lack the basic literacy skills required in a typical job.
s
s
ameliorated by literacy instruction that includes a range of research–based components and

Kindergartener Eloise Assessment Essay
For this project, we worked with Eloise Leatham. She is a kindergartener, 5 years old, from St. Paul. She attends Saint Paul Academy, a secular private
school in St. Paul. She is exposed to books on a regular basis, as she has an 8–year–old sister who loves to read. Her parents, who are both working
professionals with a relatively high income, read to Eloise and her sister every night before bed. Both parents enjoy reading, and have instilled a value
for reading in their girls. Eloise attended preschool for 3 years, and was exposed to reading and writing there as well. She speaks fondly of her
preschool experience, and continues to enjoy going to school now that she is in kindergarten.
Assessment 1 The first time we met with Eloise, she ... Show more content on Helpwriting.net ...
She used the pictures as references in order to make an educated guess on what the words might say. While this did result in a change of meaning
(dancing instead of doing), we found Eloise to be very resourceful when she was stuck on a word. The only other problem we recognized with
Eloise's reading was her tendency towards insertion. More than once, she said 'I can see' rather than 'I see', which was what the text said. After
reading, Eloise remembered about 60% of the story without any reference, and then 100% of the story with aid from the pictures. She was also able
to easily answer the recall questions that were asked of her afterwards. She was able to add implicit content from the pictures to her answers. For
example, the ant of the plant was outside, though that was never explicitly stated. This told us that she was at a level of comprehension that implied
she was ready to be reading this story independently.
Assessment 2
For the second assessment, we chose a level 2 story. This story had more words on each page, but the picture on every page still matched up with
the words. We used the same process for assessment as last time, so that Eloise would recognize the process and remain comfortable in the situation.
As before, Eloise was excited to demonstrate her reading abilities to us, but she was disoriented because she had expected to be rereading the same
story. However, once she began to read the new story, she realized that she was capable of reading this

Contributions Of Early English Language
Contributions to Early English Orthography
What influenced English orthography to be what it is today? How did early English writers derive the spellings of certain words? One possible
answer to these questions is addressed by Jerzy Welna in his article "On Early Pseudo–Learned Orthographic Forms: A Contribution to the History of
English Spelling and Pronunciation" published in Studia Anglica Posnaniensia.
Welna formats his argument as a numbered list where he touches on one spelling pattern adapted into English, provides proof of this change in text,
and then moves on to the next orthographic adaptation. While Welna does provide solid, detailed evidence from one of his prior papers to support his
point, he does not define the specific ... Show more content on Helpwriting.net ...
It is clear that Welna is well versed on this topic not only because of his apparent knowledge, but because he has also written another article on the
subject in the past. While discussing the Middle English period and when it showed orthographic change, Welna mentions that he's already addressed
one of the points in prior works of his. But he does not stop after mentioning his paper, he goes on to summarize the conclusion of his last article to
provide some context to the reader. Welna specifically states that his first paper "suggested that such influence ofLatin had strong sociolinguistic basis
since the change in the sequence (–– removed HTML ––) 'affected the pronunciation of vowels...'" (27). Explicitly summarizing his past works not only
allows him to gain credibility, but it also provides major support to his argument. It is shown that Welna has done extensive research on the subject at
hand, therefore his knowledge on it is extensive. His summarization of the priorly written paper also aids in solidifying his claims because, when he
mentions the article, he discusses the information it suggests in detail, therefore only adding to the many other evidences brought together in this paper
on a similar topic.
While Welna does provide solid support for his arguments, he does not always state which specific point he is trying to prove when presenting pieces of

Personal Statement : Elementary School Teachers
Elementary school teachers are constantly looking for a way to do things better. How can I engage my students in my instruction? How can I make
their learning purposeful to their lives? How can I be more efficient in my planning and effective in my teaching? The Daily 5, a reading instruction
program created by Gail Boushey and Joan Moser, claims to be the answers to these questions. Boushey and Moser (2012) created the program after
teaching and observing others' literacy blocks. The program is said to "engage students, [and] also teach and promote self–independence on tasks" so
that the classroom teacher can attend to individual students' needs (LaShomb, 2011, p. 1). Boushey and Moser (2006) claim that not only does the
program allow students to become self–sufficient learners, but it also engages them in meaningful literature daily.
Reviewers of the Daily 5, Turner, Hoeltzel, and Li (2010), outlined the principles of the program: students independently select "good fit" books,
instruction is taught in flexible small–groups determined by students' reading goals, instruction is based on authentic assessments, and teachers utilize
whole–group, small–group, and one–to–one instruction to maximize learning. In addition to effectively teaching literacy, benefits of the program
include creating independence and ownership in students, decreasing problem behaviors, and eliminating extra work for teachers and busy work for
students (LaShomb, 2011).
The problem teachers face

Does the Use of Sound Cloud App Encourage Students to Read...
Introduction Does the use of the Sound Cloud application, encourage students to read aloud?
Literacy is fundamental for student's education in school. Reading has part of education for many centuries and teachers need to remind students how
much reading helps them increase their language skills which they will use in school and throughout their lives. Reading aloud can improve reading
fluency, increase vocabulary, and foster comprehension skills. If certain students read aloud in the classroom, teachers in most cases don't look for
alternatives to encourage the rest. Some teachers don't model reading aloud to students, even though it can be a factor in promoting and increasing the
motivation of students in fostering their reading skills. The main goal for teachers should be to create independent readers; students that can be
autodidact throughout their lives. Nowadays, students tend to have difficulties reading aloud in the classroom and keeping up with reading lectures
from the textbook. This lack of interest can be attributed to the technological era, in which students live today. One of the difficulties that educators
have nowadays is that with the fast growing of technology, it is complicated to keep students engage in reading. Although, technology is pulling
students away from traditional read aloud lectures, it can be a useful tool to engage students to read aloud. Therefore, the main goal of this research is
to prove, the "sound cloud" application can encourage

Dyslexia Reading Well
homonyms, antonyms, and synonyms. Schedule III reviews Schedule I and II, and introduces joined cursive writing for the alphabet, prefixes, suffixes,
plural and singular verbs, and sentence dictation (Texas Scottish Rite Hospital For Children, 2014).
Dyslexia Reading Well has organized a list of research based tips for choosing a program that works and a list of the best and most popular programs.
Students with dyslexia require explicit, intensive, and multisensory reading instruction. Its content should include phonemic awareness, spelling, and
fluency training, with all the other criteria. These skills need to be practiced everyday in reading and writing, and the students need to have enriched
involvement in language experiences, such ... Show more content on Helpwriting.net ...
Boy and girls can equally be affected by reading disorders. Thirteen to fourteen percent of school aged students have dyslexia, according to
International Dyslexia Association (See brain). The prevalence of reading difficulties is very high. According to the National Assessment of
Educational Progress in 2005, twenty–seven percent of high school seniors are reading below the minimum level at which they can understand what
they are reading. Also, thirty–six percent of primary grade students are reading below the basic levels. Reading difficulties are persistence and do not
go away over age. If the primary grade students with reading difficulties are provided intervention early, their risks of reading difficulties will remit.
These difficulties should not be represented as a developmental lag. The reading difficulties must be identified and addressed early or they will persist
over

Dyslexi Learning Disabilities ( Spld )
Dyslexia, commonly defined as specific reading disability, is one of the Specific Learning Disabilities (SpLD). The term 'dyslexia' was coined by
Rudolf Berlin of Stuttgart, Germany, in 1887 (Wagner 1973). The term dyslexia comes from the Greek dys– 'impaired' – and lexis – 'word' which
refers to impairment in the ability to read and spell that is not due to low intelligence or lack of educational opportunity (Brunswick 2009). Dyslexia
was the first general term used to describe various learning problems such as Attention Deficit Hyperactivity Disorder (ADHD), Dyspraxia, Auditory
Processing Disorder, Dyscalculia and many more. Eventually, these problems were subdivided and categorized to describe different learning
disabilities (Davis 2010).
There are two major varieties of dyslexia: acquired and developmental. Reading disability that occurs due to an accident at any stage of life of an
individual is labelled acquired dyslexia. Here accident means any kind of injury to the brain leading to brain damage. In contrast, developmental
dyslexia occurs during the developmental period, that is, roughly between 0 to 18 years of life (Hinshelwood 1896, Jena 2013). The proposed study
is focused chiefly on developmental dyslexia. Developmental Dyslexia has been defined by World Federation of Neurology (1968) as 'a disorder
manifested by difficulty in learning to read despite conventional instructions, adequate intelligence and socio–cultural opportunity.' A large number of
researches

Kim : A Old Girl That Comes From A Family Of 6 Children
Background: Kim (a pseudonym) is a five and half year–old girl that comes from a family of 6 children. Kim has three brothers–ages 14, 6, 8–and two
younger sisters–ages 4 and 3. In addition to her own family, Kim is currently living in a domestic violence shelter with seven other families in an
urban neighborhood. Kim's mother is a 30 year–old Caucasian woman, originally from Pennsylvania and her father is of Latino descent and was born
in San Juan, Puerto Rico. Based on my conversations with Kim's mother, the six children do not speak Spanish (though it remain unclear why this is
the case). Kim and her two younger sisters attend a Head Start Preschool in the neighborhood. Based on my observation of Kim, she appears sociable,
friendly, knows how to follow directions, and is self–regulating. As a result of my previous observations, I believe of all of her siblings, Kim is the
most aware and engaged with her surroundings. For example, she enjoys having conversations about school, her activities, and family with the shelter
staff. She also does not hesitate to ask questions about her environment with anyone. Because of Kim's open–minded with working with others, I
believe this helps her gain a better understanding of her surroundings. Lastly, it is important to highlight that Kim at times struggles with pronouncing
words due to missing two of her front teeth. Context/Creation: With this study in mind, I decided to conduct my study on May 25th, 2016 in the
afternoon. At the

The National Assessment Of Educational Progress Essay
"The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement"
(Lonigan & Shanahan, 2008, p. 13). Studies have indicated that the literacy skills of young children are indicators of their literacy learning in later
grades (Lonigan & Shanahan, 2008, p. 13). In order to be successful when teaching students how to read, there are five reading components that needs
to be addressed in a classroom. These five reading components consist of phonemic awareness, phonics, fluency, vocabulary, and reading
comprehension (Armbruster, Lehr, Osborn, Adler, & Noonis, n.d., p.ii). Even though there are countless ways in which teachers can instruct their
students in these different areas, an ideal reading program for the first grade might pertain the different teaching methods as discussed below.
I.Phonemic Awareness
"Phonemic awareness is the awareness that the speech stream consists of a sequence of sounds– specifically phonemes, the smallest unit of sound that
makes a difference in communication" (Yopp & Yopp, 2000). Research has indicated that phonemic awareness is a requirement when learning to read
(Tompkins, 2014, p. 150). The reason that phonemic awareness is so instrumental when learning how to read is because one must be attentive to the
different sounds that make up a word and how these sounds work. They must also be able to make the connections between these sounds and the word

Teaching Children to Read By Giving Them Something Worth...
"It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their
imagination–something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite
different from their own." – Katherine Patterson Reading is known as a complicated process of understanding written text. For this reason, reading
cannot be developed through one simple strategy or component. In fact, reading is developed through six components. Those six components are
comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary. These six components work together and simultaneously to
help create fluent readers. Through these ... Show more content on Helpwriting.net ...
Clay, M. M. (2000a), explains, "through experiences in their homes and communities, young children learn that print carries meaning and that reading
and writing are used for a variety of purposes" (p.109). At this point in time, children notice menus in restaurants, symbols like Mcdonald's, as well as
listening to stories they are interested in, and noticing letters from parents or relatives. Depending on the culture and community, not all students enter
school with a strong foundation in literacy. That is why differential instruction is needed (Solley, J. nd). During this period of time, children are in the
emergent stage of reading. Children begin this stage at birth to five years of age. According to Juel, C. (1991), "during the emergent stage, young
children gain an understanding of the communicative purpose of print, and they move from pretend reading to reading predictable books and from
using scribbles to simulate writing to patterned sentences" (p. 115). During this stage teachers utilize a range of activities like modeled and shared
reading and writing activities. Examples of these activities would be talking, reading aloud, singing, drawing, and writing. At this stage young learners
begin to understand that speech can be written down on paper. Phonological awareness

How Did I Learn About Read?
How did I learn to read?
How many of you had the opportunity to look up to your parents for them to help you read or write? Did your parents read a book to you before
bed every night? Studies say that children who get read to before bed have a better chance at becoming a better reader. Only one in three parents of
children ages eight and under reads stories to their kids each night, according to a new survey by the literacy organization Reading is Fundamental (RIF)
and Macy's. Having the parent(s) by your side is an amazing feeling to have whether you think it is or not. Growing up with a complicated life like
mine would take anything to have just one parent by your side helping you learn to read or write.
In my life while growing up, I never had the parents that read a book to me before bed. Was it my choice? No. If I got to choose if I wanted a book
read to me before bed, I would have said yes. Getting that bonding experience with a parent does grow into an incredible relationship with a parent.
There are many things you can do with your child to have a strong relationship with but getting read to before bed is important. Why do I bring this
topic up? I bring it up because I feel like if I had the parents there to read me books before bed or simply look at books with me, I would be an
enhanced reader and have a better connection with my parents. For people who might think that their relationship with their parents isn't that great,
take a step back and open your

Essay Research Article Critique
MODULE 2: RESEARCH ARTICLE CRITIQUE
Vandana G. Kotapally
Grand Canyon University: SPE 557
04/25/2012
Abstract
Causes of dyslexia or reading disabilities have been hotly debated by researchers and educators. Knowledge regarding the causes of reading disabilities
is important as they define the strategies that will used to help students with dyslexia learn. Dyslexia is caused by differences in the information
processing patterns of learning disability students. Language and phonological skills have been found to be the main cause of reading problems. This
paper presents a critique and summarizes a paper dealing with phonological skills and how they affect the ability to read. Besides this the paper will
highlight the main findings of ... Show more content on Helpwriting.net ...
Therefore, an educator needs to know the areas to focus that will produce the best results and help the student learn. Results from various studies have
shown that besides intelligence the ability to sequence, analyze, and remember sounds are the biggest contributors to reading achievement (Smith,
2003). In view of these finding it is important to isolate the fields within this area that will have the greatest impact and help direct the learning
strategies. A study along these lines was conducted by Melby–LervГҐg, Lyster, & Hulme. Melby–LervГҐg, Lyster, & Hulme (2012)
conducted a meta–analytic study to study the relationship between phonological skills and student's reading abilities. Under phonological skills mainly
three factors were considered. They are verbal short–term memory, phonemic awareness, and rime awareness. The authors compared children with
dyslexia with the same age and reading level control group of children to measure the affect and strength of correlation between verbal short memory,
rime awareness and phonemic awareness on a child's word reading abilities.
Summary
Various researchers have found that there is a relationship between phonemic awareness, rime awareness and verbal short–term memory.
Melby–LervГҐg, Lyster, & Hulme (2012) wanted to take their studies a step further and establish the strength of the relation between the three
variables mentioned

Dyslexia Bilingual Children
Dyslexia cannot be contained to 'issues with reading and writing'. It can be defined as a neuro–developmental disorder stemming from a biological
origin, manifesting in with behavioural signs that extend beyond difficulties with written language (Frith, 1999). While this is a common disorder,
with 1 in 5 students having a language–based learning disorder, and dyslexia being the most common, the specific definition and explanation of
dyslexia has been debated (Dyslexia Centre of Utah, 2010). The World Health Organization (2008), deficits inreading and writing found in children
presenting dyslexia cannot be attributed to low intelligence, poor education or presented neurological damage. With this complex and debated disorder,
come many questions. ... Show more content on Helpwriting.net ...
This excludes those with different alphabets and scripts (Ho and Fong, 2005). It is hypothesized that English–speaking children with reading issues
would be able to learn Chinese with fewer issues. This is due to the vast differences between the two languages and the low reports of dyslexia in
Chinese. Ho and Fong (2005), look at the reverse hypothesis to see whether Chinese–speaking children with reading difficulties (dyslexia), would have
the same difficulties learning and reading English. The article Do Chinese Dyslexic Children Have Difficulties Learning English as a Second
Language? discusses how orthographic features have been assumed as contributing factors to how dyslexia manifests. This is demonstrated between
the two language systems of English and Chinese. English is an alphabetic system, where each unit represents a sound at the phonemic level.
Contrastingly, Chinese is a logographic and morpho–syllabic language, where each character represents a unit of meaning. They hypothesize that due to
the differences of the structural and linguistic features between these two languages, there is a likelihood of difference in manifestation of dyslexia.
Twenty–five dyslexic Chinese students who were matched with twenty–five control Chinese students were tested with English reading, vocabulary and
phonological processing tasks. The results show that Chinese children with dyslexia also present difficulties in English as a second language. The
Chinese dyslexic children are often weak in phonological processing tasks in both languages, yet their phonological awareness in Chinese was not
associated to word reading in Chinese but was in English. The Chinese dyslexic children had difficulty learning English as a second language due to
phonological difficulties at the phonemic level. This does not translate to how their dyslexia is manifested in Chinese. These findings allow for

Critical Analysis Of Reading Skills By Charles Perfetti
In the article of Reading Skills, by Charles A.Perfetti, focus on the reading disorders occurs in human being, what is the reason behind them, how
some candidate got higher scores and how some got lower scores in their orally assessment. By a analysis he got a Garden variety of reading disorders
occurs in those lower skill candidate. Dyslexia, general intellectual problem & some disabilities he got to know by analysis. Dyslexia is a selective
damages in direct route of neurons, those people having this disorders its not meant that they are not good enough in all the learning activities, with the
help of proper treatment they became a good readers & writers. Process of reading is totally dependent on reader understanding of written language,
how the reader encoded in their words ones again during the reading period. ... Show more content on Helpwriting.net ...
A visual input enters & starts the process of word identification immediately, integration of words are going on & interpretation as well after the
whole process reader start reading whatever encoded again in their mind if they have no disorders they go very well but if they having troubles in
reading they do not having better understanding of words in their mind, might be having a problem in neurons because of this problem memory having
trouble in their capacity & failed to proceed, multiples types of problems are seen in each disorder (syntactic difficulty, trouble in letter string
processing, limiting words identification, Lexical orthographic–Phonological process).Reader can be successful when there is a match between input
(letters) & word representation. Letters in reading identify through the contribution of Graphemic & Phonological unit, with the joint contribution of
both units outcome( reading individuals words), comes

Ethos Pathos And Logos On Decoding
Moats passage presented the reader with an interesting statement about decoding and its purpose. Decoding can refer to a conversion, analyzing, or
interpreting. Moats focuses on the importance of a child's ability to decode. It is stated that to further become an effective reader, understand the
significance of words, appreciate reading, and be more likely to then expand one's knowledge from reading one must practice decoding. Four key points
that Moats demonstrates to be important are the alignment of decoding instruction with the stages of reading development, alignment of decoding
instruction with the structure of the English language, teaching the code the way children learn it most easily and the current trend. Moats mentions
that many students have been ... Show more content on Helpwriting.net ...
This segment of the passage states that if the phonetic elements are taught explicitly and systematically it can ultimately ensure the success of most
children. The systematic way of teaching phonetics is taught in logical order from simple to complex structures. The concepts are taught one at a time
first sound, then spelling and so forth. Then decoding comes in the early texts which include a high percentage of words with the phonic associations
already taught and a few high frequency sight words that make the sentence less stilted. The reading they do must be balanced with oral reading and
quality literature and not only decodable texts because children also want to be self–reliant readers. The years of exposure to different reading materials
should take lace during pre school. Teachers should also teach pattern recognition, not rule memorization this facilitates learning and can help students
read more fluently, not to recite. During this time structures can be discovered and generalized to new words and as students write new words after
reading them it helps reinforce the pattern

Assessing The Classroom Abilities Of The Target Student
Assessments illustrate the needs of our students while emphasizing strengths. For literacy, assessments serve as a window into the pupils' knowledge
and development. Assessments provide detail information of pupils' weakness and strength in literacy (Afflerbach, 2012). It is important for the
teacher to incorporate various assessments to compile a holistic view of the reader. When teachers can identify student strengths and weaknesses, they
can make informed decisions to guide their teaching. At the same, they can create activities targeted to increase student reading performance.
Throughout this paper, I will exemplify the information gained during the administration of reading informal assessments. Likewise, I will provide
examples of activities that I can incorporate to prove the reading abilities of the target student. During the pasts weeks, I have been gathering
information from students to obtain a better understanding of their reading abilities. The initial findings of my assessments prompted me to choose a
male African–American third–grade student. The research was not limited to what the student can do in reading; it also included the students social
environment. If we want to acquire a good understanding of the students reading abilities, we should not limit ourselves with just assessments. Bear
explained that interviewing students and parents can give us vital information into the student's background and possible reasons for reading problems
(Laureate Education,

The Effect Of Reading Abilities On Dyslexia Over The Past...
This journal paper presented by Vellutino and his associates outlines the most important findings of research that evaluates possible causes of reading
abilities in dyslexia over the past four decades. The main purpose of this paper is to provide a comprehensive review of research on the fundamental
cause(s) of developmental dyslexia. The secondary purpose is to present the evidence that reveals the differences between early reading difficulties
caused mainly by cognitive/biological deficits and those caused primarily by instructional deficits. The authors first propose a model that captures all
the relevant knowledge and cognitive skills required for individuals in learning to read (Figure 1). This model certainly indicates that reading is mainly
a linguistic ability rather than once popular notion that it is primarily a visual skill. The model that underscores all reading components are thus used to
analyze manifest causes of reading difficulties. The evidence suggests that basic deficits in alphabetic coding would lead to inadequate word
identification and which then contributes to reading difficulties. Moreover, both phonological awareness and orthographic awareness have an impact on
the skills of alphabetic coding. Importantly, casual relationships between word identification difficulties and deficient phonological skills seem more
prominent in learning to read in opaque orthographies such as English than in learning to read in more transparent orthographies such as

Fluency, Vocabulary, Comprehension Focus Area
Fluency, Vocabulary, Comprehension Focus Area Hugh Mackay States that "Obviously, every child should be given the best possible opportunity to
acquire literacy skills." This quote by Hugh Mackay pretty much states what this paper is about. It will elaborate why fluency, vocabulary, and
comprehension are important to all learners at all levels. As well as providing assessments in the areas of fluency, vocabulary, and comprehension,
which can be used to assess where learners are so that we can provide them with the interventions needed to become successful readers and learners for
a lifetime of learning. Why is Fluency so important? Fluency is important because a student who can read with ease rather than hesitation can learn and
comprehend what their reading rather than trying to concentrate on sounding out words and not comprehending anything. Fluency is several things put
together that make a reader successful. Those aspects that make readers successful are automaticity, reading rate, prosody, phrasing, and comprehension.
Wendy Ward states "The ultimate goal of fluency is to read silently and concentrate on comprehension rather than decoding individually words." There
are four steps for promoting fluency in the classroom, which are motivation, practice, modeling, and help. In motivation the teacher provides many
situations for the students to listen to stories being read aloud in the classroom. The teacher will also give them an opportunity to read to others such as

Ideal Reading Program For Fifth Grade

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