Independent Reading Pp
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This document discusses strategies for engaging boys in reading. It notes that boys on average score lower than girls in reading assessments and are more likely to be retained or placed in special education. The document suggests that boys are less likely to view reading as an activity for them and prefer more active styles of learning. It recommends providing boys with self-selected reading time, books with positive male characters, and a variety of reading materials. Teachers should recruit male role models to help motivate boys to read.
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This document provides numerous strategies for promoting literacy in students without spending money. It discusses the importance of exposing students to words from an early age through being read to at home. Suggestions are given to create a love of reading through book fairs, taking library books home, and participating in community reading programs. The power of free voluntary reading is emphasized, as is making use of public libraries and having books in students' homes. Providing older student reading buddies and visiting bookstores are also recommended strategies.
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Boys are falling behind girls in reading according to several studies. Studies have shown that boys consistently score lower than girls on reading tests from 4th grade through 12th grade. Boys make up a larger percentage of students in remedial reading programs and those with IEPs. Physically, boys' brains develop more slowly than girls' and they are more likely to have disorders like ADHD that affect reading. Environmentally, boys often lack positive male reading role models and mothers read to boys less. Boys themselves say they find reading boring and prefer other activities. To improve reading among boys, experts recommend promoting high-interest genres like sports and increasing access to male reading role models.
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This document discusses building intrinsic motivation for middle school readers. It notes that students must develop a positive reading identity to remain readers. Independent reading is also strongly associated with reading achievement. The document then identifies some barriers to reading motivation as perception, time, and accessibility. It provides tips to address these barriers such as setting goals, meeting students where they are, making books ubiquitous, providing accommodations, developing relationships, advertising reading positively, leveraging peer pressure and social aspects, and making reading fun. Increasing accessibility options like classroom libraries and leveraging devices is also suggested. The overall message is that solid relationships, opportunity, choice, fun experiences and positive reinforcement can help develop intrinsic motivation for reading.
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This document discusses key aspects of early literacy instruction for beginning readers in pre-K through 3rd grade. It addresses the importance of understanding students' motivation and engagement with reading through assessments. Teachers should learn about students' interests and reading abilities in order to select appropriate texts at the right level. The document also discusses interactive, critical, and response perspectives for literacy instruction, emphasizing comprehension strategies, examining texts critically, and personal engagement with reading.
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IntroductionWhether it’s children in American or Children in any.docx
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 ...
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This document summarizes a study conducted at an urban high school to understand what classroom practices motivate students to read. It discusses issues of reading motivation for adolescents in general and boys specifically. The study found that organizing the curriculum around essential questions that students vote on and engaging in inquiry, modeling reading comprehension, and giving students choice in reading materials increased the number of books male students read from an average of 2.5 in 8th grade to 11.2 in 9th grade. Students reported that the essential questions, modeling by teachers, and opportunity to discuss texts with peers who read the same books motivated them to read more.
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