Project MMAMA aims to motivate students to become lifelong learners using innovative reading and writing activities. The mission is to strengthen students' brain power, focus, and learning skills through activities like reading passages aloud with rhythm, copying text, and writing what sounds right. The goal is to boost students' confidence and enthusiasm in their academic abilities. The program is designed to engage students and enhance skills like reading, writing, spelling, comprehension, and thinking through motivational exercises. When implemented, the activities were observed to increase students' focus, performance, and test scores by building their confidence and academic skills.
This document discusses strategies for teaching reading comprehension to struggling readers. It recommends explicitly teaching comprehension strategies like making inferences. The author believes that comprehension is the goal of reading and is best taught through modeling strategies, guided practice, and independent practice. While some students may struggle with word recognition, comprehension requires understanding words as well as using strategies to derive meaning. Teachers should assess students' needs, provide direct instruction in areas of weakness, and help students develop a love of reading.
Developing proficiency in written comprehension and productionPRASANTH VENPAKAL
This document discusses strategies for developing reading comprehension skills. It begins by explaining that reading comprehension involves both shallow and deep processing of text. It then describes different types of reading like loud reading, silent reading, intensive reading, and extensive reading. It also discusses skills like skimming, scanning and skipping. The document ends by listing strategies that can be used to improve comprehension, such as building background knowledge, teaching vocabulary explicitly, and using graphic organizers to aid understanding.
Vocabulary and comprehension techniques powerpoint presentation v2Marcia Luptak
This document discusses techniques for improving vocabulary and reading comprehension. It outlines four key components of reading: vocabulary, assessment of vocabulary knowledge, problems with traditional vocabulary instruction strategies, and comprehension. For vocabulary, it emphasizes explicit instruction of academic words using multiple exposures and examples. It also discusses strategies for assessing comprehension like summarization, questioning, and teaching students to identify text structures. The goal is to help students relate ideas, monitor understanding, and integrate information from what they read.
This document discusses and compares four main approaches to teaching beginning readers:
1) The phonics approach teaches letter sounds and blending.
2) The look-and-say method has students recognize whole words through flashcards.
3) The language experience approach uses students' own drawings and words.
4) The context support method uses books with longer sentences on one page and shorter versions on the facing page. All four methods can be combined to engage students and support their reading development.
Good readers are more strategic than poor readers and use multiple techniques before, during, and after reading for comprehension. Students with learning disabilities often struggle with reading comprehension due to issues with decoding, fluency, and being inactive learners. However, their comprehension can improve with direct instruction of strategies like monitoring background knowledge, summarizing, and self-questioning. For older students with decoding difficulties, teachers can provide explicit instruction in decoding multisyllabic words and teaching Greek and Latin roots to facilitate reading.
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 receptive and productive communication skills. Receptive skills include listening and reading, which allow passive receipt of information. Productive skills include speaking and writing, which allow producing information. Developing both types of skills is important for success in various fields. The document provides details on improving listening, reading, speaking and writing abilities and how utilizing receptive skills enhances language acquisition. Communication skills are critical for careers, as they allow for improved self-presentation, networking, leadership opportunities and higher earnings potential.
This document discusses strategies for teaching reading comprehension to struggling readers. It recommends explicitly teaching comprehension strategies like making inferences. The author believes that comprehension is the goal of reading and is best taught through modeling strategies, guided practice, and independent practice. While some students may struggle with word recognition, comprehension requires understanding words as well as using strategies to derive meaning. Teachers should assess students' needs, provide direct instruction in areas of weakness, and help students develop a love of reading.
Developing proficiency in written comprehension and productionPRASANTH VENPAKAL
This document discusses strategies for developing reading comprehension skills. It begins by explaining that reading comprehension involves both shallow and deep processing of text. It then describes different types of reading like loud reading, silent reading, intensive reading, and extensive reading. It also discusses skills like skimming, scanning and skipping. The document ends by listing strategies that can be used to improve comprehension, such as building background knowledge, teaching vocabulary explicitly, and using graphic organizers to aid understanding.
Vocabulary and comprehension techniques powerpoint presentation v2Marcia Luptak
This document discusses techniques for improving vocabulary and reading comprehension. It outlines four key components of reading: vocabulary, assessment of vocabulary knowledge, problems with traditional vocabulary instruction strategies, and comprehension. For vocabulary, it emphasizes explicit instruction of academic words using multiple exposures and examples. It also discusses strategies for assessing comprehension like summarization, questioning, and teaching students to identify text structures. The goal is to help students relate ideas, monitor understanding, and integrate information from what they read.
This document discusses and compares four main approaches to teaching beginning readers:
1) The phonics approach teaches letter sounds and blending.
2) The look-and-say method has students recognize whole words through flashcards.
3) The language experience approach uses students' own drawings and words.
4) The context support method uses books with longer sentences on one page and shorter versions on the facing page. All four methods can be combined to engage students and support their reading development.
Good readers are more strategic than poor readers and use multiple techniques before, during, and after reading for comprehension. Students with learning disabilities often struggle with reading comprehension due to issues with decoding, fluency, and being inactive learners. However, their comprehension can improve with direct instruction of strategies like monitoring background knowledge, summarizing, and self-questioning. For older students with decoding difficulties, teachers can provide explicit instruction in decoding multisyllabic words and teaching Greek and Latin roots to facilitate reading.
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 receptive and productive communication skills. Receptive skills include listening and reading, which allow passive receipt of information. Productive skills include speaking and writing, which allow producing information. Developing both types of skills is important for success in various fields. The document provides details on improving listening, reading, speaking and writing abilities and how utilizing receptive skills enhances language acquisition. Communication skills are critical for careers, as they allow for improved self-presentation, networking, leadership opportunities and higher earnings potential.
This document contains a student's responses to discussion prompts for an early literacy course. In their responses, the student reflects on their own experiences learning language and literacy as a child, how families and communities influence children's development, and different strategies for teaching literacy skills like reading, writing, spelling and handwriting to students. They discuss teaching methods from their course textbook and critique literacy education websites.
This document introduces the background and scope of a study on improving students' narrative writing skills through the use of think-pair-share strategy. It notes that writing is difficult for Indonesian students due to limited vocabulary and grammar knowledge. Think-pair-share strategy involves students working in groups to discuss topics, then sharing ideas with the class. The study aims to determine if this strategy improves students' narrative writing achievement. It hopes to help students, teachers, and future research.
The document provides guidelines for effective reading in multiple areas:
1. It outlines questions one should be able to answer to know how to read properly, including associating sounds and symbols, understanding relationships between words and ideas, and having a clear purpose.
2. It describes techniques like skimming, scanning, and comprehensive reading that are important for understanding scientific materials.
3. It recommends taking notes to better understand and retain information, focusing on key points and organizing notes for easy comprehension. The guidelines aim to help students actively read texts and fully grasp their meaning and content.
Power point engaging children in read alouds and shared readingEDIT3318
This document discusses strategies for engaging children in read alouds and shared reading of informational texts. It defines different types of nonfiction texts like textbooks and trade books. It explains the importance of teaching children text structures like description, sequence, cause/effect, and comparison/contrast. When reading aloud, teachers should activate background knowledge, ask thick questions to promote discussion, and relate the text to the curriculum. Shared reading is also recommended to scaffold children's literacy development.
This document is the introduction to an instructional material on developing reading skills. It was created by Melchor G. Dullao for a class at Kalinga State University in partial fulfillment of requirements for a course on developmental reading. The material contains three chapters that focus on vocabulary enrichment through lessons on synonyms, antonyms, figures of speech, and word analogy. It also addresses reading comprehension and literary analysis through examining biographical information about authors, plot, characters, themes, and providing assessment activities. The overall goal is to help students refine their reading abilities and vocabulary.
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
This document discusses strategies for teaching reading as a second language. It covers research areas like bottom-up and top-down processing, schema theory, and the role of affect and culture. It also discusses types of written language, characteristics of written text like permanence and complexity, and strategies to improve reading comprehension such as identifying purpose, scanning for information, and analyzing vocabulary. The document concludes with principles for designing interactive reading techniques, including using intrinsically motivating texts and including both bottom-up and top-down approaches.
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
This document discusses key components of a balanced reading program: phonological awareness and phonics skills, sight words and vocabulary development, reading fluency, and comprehension strategies. It emphasizes teaching reading as an interactive process involving prediction, inference making, and critical thinking. Explicit instruction in reading strategies is needed to help students actively integrate information from texts with their prior knowledge.
- Reading is a complex process that requires comprehension and the use of various strategies. It is best developed when taught together with other language skills like writing, listening, and speaking.
- There are different approaches to teaching reading, including bottom-up (focusing on individual words/sounds), top-down (using background knowledge to understand), and interactive (combining bottom-up and top-down). The interactive approach is considered the most effective.
- To teach reading successfully, teachers must understand the reading process, teach comprehension strategies, use interactive techniques, and create purposeful reading experiences for students. Both intensive and extensive reading practices should be incorporated into instruction.
To be effective, one must accomplish or produce an intended result. An effective person is successful in producing a desired or intended result through their own competence or effort. An effective strategy, plan, or process achieves the results that it was intended to achieve.
This document discusses strategies for teaching vocabulary. It emphasizes that not all vocabulary terms require the same type of instruction, and that strategically selecting a small number of important words from the text is most effective. It recommends determining the tier level of words and matching instruction to word type. Suggested instructional strategies include using illustrations, repeated exposure to words in different contexts, and student-friendly definitions. The goal is to help students understand and apply new vocabulary in meaningful ways beyond just memorizing definitions.
This document discusses content area literacy, which refers to using reading and writing skills to learn information in various subject areas. It explains that content literacy begins early as children read for different purposes like learning, enjoying, and inquiring. The document also outlines strategies for teaching content literacy, such as explicitly teaching text features and comprehension strategies like questioning, summarizing, inferring, and making connections. Teachers should support students in using these strategies when reading informational texts.
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
This module was prepared by the following lecturers at Institut Pendidikan Guru Kampus Sultan Abdul Halim, Sungai Petani, Kedah. Malaysia
• Shirley Goh Seok Ai
• Corinne Vong Siu Phern
• Hjh. Noor Bebe bt Ali Mohamad
• Kway Chui Kim
Marsilah bt Mohamad Isa
Reading skills - purpose and types of readingMohan Raj Raj
This document discusses reading skills and the purpose and types of reading. It defines reading as the process of receiving and interpreting information from print. The main purposes of reading are for information, enjoyment, and knowledge enhancement. The types of reading discussed are loud reading, silent reading, intensive reading, extensive reading, and supplementary reading. Techniques like scanning, skimming, and SQ3R are also covered. Theoretical models of the reading process like bottom-up, top-down, and interactive views are also mentioned.
This document outlines strategies for improving reading skills at the primary level. It defines reading as a multifaceted process involving word recognition, comprehension, and fluency. The importance of reading is discussed, including to get information, develop understanding, and for pleasure. Different types of reading are described such as independent, guided, and shared reading. The document then provides several strategies teachers can use to improve students' reading abilities, including modeling reading, using before, during, and after reading activities, and developing oral language and vocabulary skills.
The mission of Project MMAMA is to motivate youth and adult students to become lifelong learners using innovative reading and writing educational technology. The goal is to strengthen students' brain power, focus, learning skills, and confidence in order to improve academic performance. Key activities include Read It-Spell It-Copy It, which has shown to engage and motivate students, increasing their reading, writing, and thinking abilities. Formal research is still needed, but preliminary evidence suggests these activities can enhance specific brain functions and help students achieve academic goals.
The mission of Project MMAMA is to motivate students to become lifelong learners using innovative reading and writing activities to strengthen skills across curriculums. The goal is to boost students' confidence and enthusiasm in their academic abilities.
MMAMA activities are designed to motivate and enhance reading, writing, spelling, comprehension and thinking skills. Students experience success and confidence through activities like Read It-Spell-It-Copy It that allow them to complete academic tasks. This increases motivation and engagement with learning.
Preliminary results suggest MMAMA activities may strengthen specific brain areas related to skills like sequencing and association. Students have shown improvements in classroom performance, test scores, and skills like handwriting after participating in MMAMA activities
The document discusses reading and listening comprehension. It provides strategies to help children become active readers, including setting purposes, making predictions, visualizing, asking and answering questions. It also discusses the importance of writing, including that writing is a way for children to think and express ideas. Elements of good writing instruction are modeling, opportunities to practice, and feedback. Spelling is important for reading comprehension and writing. Listening comprehension involves perception and comprehension of spoken language and relies on skills like attention, memory, and making connections. Brain imaging studies show both common and modality-specific brain activation patterns during reading and listening comprehension.
This document contains a student's responses to discussion prompts for an early literacy course. In their responses, the student reflects on their own experiences learning language and literacy as a child, how families and communities influence children's development, and different strategies for teaching literacy skills like reading, writing, spelling and handwriting to students. They discuss teaching methods from their course textbook and critique literacy education websites.
This document introduces the background and scope of a study on improving students' narrative writing skills through the use of think-pair-share strategy. It notes that writing is difficult for Indonesian students due to limited vocabulary and grammar knowledge. Think-pair-share strategy involves students working in groups to discuss topics, then sharing ideas with the class. The study aims to determine if this strategy improves students' narrative writing achievement. It hopes to help students, teachers, and future research.
The document provides guidelines for effective reading in multiple areas:
1. It outlines questions one should be able to answer to know how to read properly, including associating sounds and symbols, understanding relationships between words and ideas, and having a clear purpose.
2. It describes techniques like skimming, scanning, and comprehensive reading that are important for understanding scientific materials.
3. It recommends taking notes to better understand and retain information, focusing on key points and organizing notes for easy comprehension. The guidelines aim to help students actively read texts and fully grasp their meaning and content.
Power point engaging children in read alouds and shared readingEDIT3318
This document discusses strategies for engaging children in read alouds and shared reading of informational texts. It defines different types of nonfiction texts like textbooks and trade books. It explains the importance of teaching children text structures like description, sequence, cause/effect, and comparison/contrast. When reading aloud, teachers should activate background knowledge, ask thick questions to promote discussion, and relate the text to the curriculum. Shared reading is also recommended to scaffold children's literacy development.
This document is the introduction to an instructional material on developing reading skills. It was created by Melchor G. Dullao for a class at Kalinga State University in partial fulfillment of requirements for a course on developmental reading. The material contains three chapters that focus on vocabulary enrichment through lessons on synonyms, antonyms, figures of speech, and word analogy. It also addresses reading comprehension and literary analysis through examining biographical information about authors, plot, characters, themes, and providing assessment activities. The overall goal is to help students refine their reading abilities and vocabulary.
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
This document discusses strategies for teaching reading as a second language. It covers research areas like bottom-up and top-down processing, schema theory, and the role of affect and culture. It also discusses types of written language, characteristics of written text like permanence and complexity, and strategies to improve reading comprehension such as identifying purpose, scanning for information, and analyzing vocabulary. The document concludes with principles for designing interactive reading techniques, including using intrinsically motivating texts and including both bottom-up and top-down approaches.
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
This document discusses key components of a balanced reading program: phonological awareness and phonics skills, sight words and vocabulary development, reading fluency, and comprehension strategies. It emphasizes teaching reading as an interactive process involving prediction, inference making, and critical thinking. Explicit instruction in reading strategies is needed to help students actively integrate information from texts with their prior knowledge.
- Reading is a complex process that requires comprehension and the use of various strategies. It is best developed when taught together with other language skills like writing, listening, and speaking.
- There are different approaches to teaching reading, including bottom-up (focusing on individual words/sounds), top-down (using background knowledge to understand), and interactive (combining bottom-up and top-down). The interactive approach is considered the most effective.
- To teach reading successfully, teachers must understand the reading process, teach comprehension strategies, use interactive techniques, and create purposeful reading experiences for students. Both intensive and extensive reading practices should be incorporated into instruction.
To be effective, one must accomplish or produce an intended result. An effective person is successful in producing a desired or intended result through their own competence or effort. An effective strategy, plan, or process achieves the results that it was intended to achieve.
This document discusses strategies for teaching vocabulary. It emphasizes that not all vocabulary terms require the same type of instruction, and that strategically selecting a small number of important words from the text is most effective. It recommends determining the tier level of words and matching instruction to word type. Suggested instructional strategies include using illustrations, repeated exposure to words in different contexts, and student-friendly definitions. The goal is to help students understand and apply new vocabulary in meaningful ways beyond just memorizing definitions.
This document discusses content area literacy, which refers to using reading and writing skills to learn information in various subject areas. It explains that content literacy begins early as children read for different purposes like learning, enjoying, and inquiring. The document also outlines strategies for teaching content literacy, such as explicitly teaching text features and comprehension strategies like questioning, summarizing, inferring, and making connections. Teachers should support students in using these strategies when reading informational texts.
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
This module was prepared by the following lecturers at Institut Pendidikan Guru Kampus Sultan Abdul Halim, Sungai Petani, Kedah. Malaysia
• Shirley Goh Seok Ai
• Corinne Vong Siu Phern
• Hjh. Noor Bebe bt Ali Mohamad
• Kway Chui Kim
Marsilah bt Mohamad Isa
Reading skills - purpose and types of readingMohan Raj Raj
This document discusses reading skills and the purpose and types of reading. It defines reading as the process of receiving and interpreting information from print. The main purposes of reading are for information, enjoyment, and knowledge enhancement. The types of reading discussed are loud reading, silent reading, intensive reading, extensive reading, and supplementary reading. Techniques like scanning, skimming, and SQ3R are also covered. Theoretical models of the reading process like bottom-up, top-down, and interactive views are also mentioned.
This document outlines strategies for improving reading skills at the primary level. It defines reading as a multifaceted process involving word recognition, comprehension, and fluency. The importance of reading is discussed, including to get information, develop understanding, and for pleasure. Different types of reading are described such as independent, guided, and shared reading. The document then provides several strategies teachers can use to improve students' reading abilities, including modeling reading, using before, during, and after reading activities, and developing oral language and vocabulary skills.
The mission of Project MMAMA is to motivate youth and adult students to become lifelong learners using innovative reading and writing educational technology. The goal is to strengthen students' brain power, focus, learning skills, and confidence in order to improve academic performance. Key activities include Read It-Spell It-Copy It, which has shown to engage and motivate students, increasing their reading, writing, and thinking abilities. Formal research is still needed, but preliminary evidence suggests these activities can enhance specific brain functions and help students achieve academic goals.
The mission of Project MMAMA is to motivate students to become lifelong learners using innovative reading and writing activities to strengthen skills across curriculums. The goal is to boost students' confidence and enthusiasm in their academic abilities.
MMAMA activities are designed to motivate and enhance reading, writing, spelling, comprehension and thinking skills. Students experience success and confidence through activities like Read It-Spell-It-Copy It that allow them to complete academic tasks. This increases motivation and engagement with learning.
Preliminary results suggest MMAMA activities may strengthen specific brain areas related to skills like sequencing and association. Students have shown improvements in classroom performance, test scores, and skills like handwriting after participating in MMAMA activities
The document discusses reading and listening comprehension. It provides strategies to help children become active readers, including setting purposes, making predictions, visualizing, asking and answering questions. It also discusses the importance of writing, including that writing is a way for children to think and express ideas. Elements of good writing instruction are modeling, opportunities to practice, and feedback. Spelling is important for reading comprehension and writing. Listening comprehension involves perception and comprehension of spoken language and relies on skills like attention, memory, and making connections. Brain imaging studies show both common and modality-specific brain activation patterns during reading and listening comprehension.
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
The document discusses several reading strategies and concepts:
1. Directed Reading/Thinking Activity is a strategy where students sample a text, make predictions, and confirm or correct their predictions after reading.
2. SQ4R is a reading strategy where students survey, question, read, write, recite, and review a text.
3. Running records are an informal assessment where the teacher records errors as a student reads aloud to assess fluency and word identification skills.
4. Top-down and bottom-up are approaches to reading where top-down starts with the whole text and proceeds to parts, while bottom-up starts with individual letters and builds to whole words and text.
This document summarizes a literature review on effective teaching of inference skills for reading. The review explores different types of inferences, how pupils can best be taught inference skills, and strategies for teaching inference to pupils of different ages and abilities. The review found that the ability to draw inferences is crucial for reading comprehension. While researchers have proposed various taxonomies of inferences, there is no consensus on types. Common distinctions include coherence/text-connecting inferences versus elaborative/gap-filling inferences. The review summarizes research on factors that help pupils make inferences and strategies for teaching inference, such as teacher modeling, questioning techniques, and activating prior knowledge. It notes limited research directly answering how to teach inference skills most effectively.
Literate Environment Analysis by Sarah WydlerSwydler
The document discusses creating a literate environment for students in pre-K through 3rd grade. It outlines the Framework for Literacy Instruction, which includes the learners, texts, and instructional practices, as well as the interactive, critical, and response perspectives. The author describes how she uses assessments to understand students, selects appropriately leveled texts, teaches strategic reading through modeling, and incorporates critical and personal response perspectives into lessons. She concludes that considering all components of the Framework helps create an effective literacy environment.
EFFECTIVE FLUENCY STRATEGIES
Student Name
University Name
Date
Instructor Name
Five critical components:
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
Identifying words accurately and fluently
Constructing meaning once words are identified
Research indicates that students need to acquire skills and knowledge in at least five main areas in order to become proficient readers
The National Account Panel (in accordance with the No Child Left Behind Act) completed all-encompassing analysis to determine the a lot of able way to advise acceptance how to read. The research revealed that if the afterward 5 apparatus are finer taught, they lead to the accomplished adventitious of account success (known as the 5 pillars of reading): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
2
PHONEMIC AWARENESS—The knowledge and manipulation of sounds in spoken words.
VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIES—The understanding of meaning in text.
PHONICS—The relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLS—The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
In five components, first one is phonemic awareness that defines the knowledge and manipulation of sounds in spoken words. Through the phonics, the relationship between written and spoken letters and sounds are cleared. By the oral reading skills, the ability to read with accuracy, and with appropriate speed, expression, and phrasing is included. The knowledge of words, their definitions and context are included in the vocabulary development. The understanding of the meaning in text is cleared through the reading comprehension strategies.
3
What is reading fluency?
Accuracy in reading words correctly.
Reading not too fast and not too slow.
Expressions with feeling.
Follow most or all the punctuation marks.
Sounds like talking.
Fluency has natural phrasing and intonation .
Fluency in reading is including accuracy, rate, expression, and punctuation. Accuracy-Accuracy in reading words correctly. Rate-Reading not too fast and not too slow. Expressions-Expressions with feeling, fluency has natural phrasing and intonation . Punctuation - Follow most or all the punctuation marks. Sounds like talking.
4
Strategies for Developing Reading Fluency
Model Fluent Reading
Do Repeated Readings in Class
Promote Phrased Reading in Class
Enlist Tutors to Help Out
Enlist Tutors to Help Out
Try a Reader's Theater in Class
In order to read fluently, students must first hear and understand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. Repeated readings as a way to help students recognize high-frequency words more easily, thereby strengthening their ease of reading. Having students practice readin ...
This document describes the Collaborative Strategic Reading (CSR) strategy for improving reading comprehension. CSR is a 4-stage process: 1) Before reading involves previewing the text to build background knowledge and make predictions. 2) During reading has students identify what they understand ("clicks") and don't understand ("clunks"), using strategies to address clunks. 3) Students work to get the main idea of each paragraph and the overall text. 4) After reading, students generate and answer questions about the text. The document outlines the specific goals and activities within each stage of CSR.
This document provides an overview of Module 3 which focuses on reading skills for an English 2 course on teaching literacy in elementary grades through literature. The module discusses the development of reading, types of reading skills including word attack skills and fluency skills, the reading process, comprehension strategies, and using literature to teach literacy. It provides learning outcomes, topics, exercises and strategies to improve reading comprehension and teaching reading to elementary students.
Group 1 presented information on reading skills and techniques for teaching reading. The key reading skills discussed were decoding, phonics, vocabulary, fluency, comprehension, and reasoning. Effective teaching techniques included reading aloud to students, providing opportunities for reading and writing, and using prior knowledge to make connections. Reading activities that help learners comprehend texts better include story sequencing, retelling, close reading, and asking read-aloud questions. The stages of reading in the classroom are pre-reading, through reading, and post reading. Barriers to reading comprehension like lack of concentration can be caused by uninteresting subject matter, lack of motivation, defective reading habits, and indiscriminate dictionary use.
1 a curriculum night presentation 2014 2015 sjarnold
This document provides an overview of the grade 1 curriculum at a school. It discusses the teachers, units of inquiry covered, literacy and math programs, routines and expectations, and ways for parents to support learning at home. The programs emphasize an inquiry-based education, balanced literacy instruction, and a constructivist approach to math. Parents are encouraged to check the class blog and support their child's independence, responsibility, and lifelong love of learning.
The document discusses several key points about teaching reading strategies to language learners. It emphasizes that reading materials should be authentic, the reading purpose should be authentic, and the reading approach should mimic real-world reading. Effective strategies include previewing, predicting, skimming and scanning, guessing from context, and paraphrasing. The instructor's role is to model strategies, provide time for students to practice them, and check comprehension. When students use strategies appropriately, they gain more control over the reading experience and confidence in their reading ability.
External factors that affect the child’s reading comprehension: TeacherKevin Cedrick Castro
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
The document discusses different views of the nature of reading: as a skill, a process, comprehension, development, and use of strategies. It describes each view in 1-2 sentences. Reading is seen as a dynamic process where the reader interacts with text to construct meaning, drawing on prior knowledge and strategies. Comprehension depends on factors like the reader's knowledge and the text's structure. Reading develops through relationships between experiences, oral language, and interpreting written symbols. Strategies are flexible plans applied to texts to actively construct meaning. The document asks how learners should be taught to read considering these views and why some students remain frustrated readers.
The document discusses strategies for effective reading including establishing personality types and multiple intelligences, creating a reading history, and using reciprocal teaching strategies like questioning, clarifying issues, summarizing, and predicting. It emphasizes the importance of reading comprehension techniques like using context clues, visualizing, and identifying the question-answer relationship in questions.
The document discusses teaching reading and provides information on several key areas of reading instruction including phonemic awareness, phonics, vocabulary, fluency, and comprehension. It describes 5 levels of phonemic awareness instruction from rhyming and alliteration to phoneme segmentation. It also outlines objectives of reading instruction, defines what reading is, and describes the 5 areas of the National Reading Panel's framework for reading instruction. Additionally, it discusses strategies that can be used during the three stages of teaching reading: pre-reading, reading, and post-reading. The goal is to help students understand and construct meaning from texts.
A framework for planning a listening skills lesson magdy 14Magdy Ghoneimy
The document outlines a framework for developing students' listening skills through three main stages: pre-listening, while listening, and post-listening. During pre-listening, teachers motivate students, provide context, and prepare students with needed vocabulary. While listening, students engage in graded tasks to guide comprehension through multiple listenings. Post-listening tasks focus on student reaction to content and analysis of language forms. An example applies this framework to a song, including predicting content, ordering lyrics, and discussing opinions.
This document discusses strategies for developing students' oral language skills. It defines oral language as using spoken words to express knowledge, ideas, and feelings. Oral language skills are important for school readiness, literacy development, and academic achievement. Key strategies discussed include encouraging conversation, maintaining eye contact, modeling clear speaking, having students summarize information, incorporating questions, and teaching for oral reading fluency. The goal is to help students communicate effectively through speaking and listening.
Similar to JosephWheelerReadingWritingProgramDesign (20)
1. Wheeler 1
PROJECT MMAMA (MORE MOTIVATIONAL ACTIVITY MORE ACHIEVEMENT), LLC
MISSION STATEMENT
The mission of this project is to motivate youth and adult students to become life-long learners using innovative and
motivating reading and writing educational technology that can be applied across the curriculums. We hope to show
students that reading and writing are inbred American qualities that they can edify and utilize productively. We aim
at strengthening brain power, attentiveness, and learning skills to provide the opportunity to use enhanced power
advantageously in selected subject areas. Our goal is to uplift students’ spirits and create strong qualities of
confidence and enthusiasm about their academic abilities.
2. Wheeler 2
NOTE:
Condensed version of low-cost effective educational technology reading and writing program that highlights
extremely laudable neural plasticity activity; not included are: evaluation/tools; continuity, sequence, integration
discourse....
Designed
By
Joseph C. Wheeler
INTRODUCTORY OUTLINE FOR WORKSHOP SESSIONS
PROJECT: More Motivational Activity More Achievement
I. Introduction: Lecture, profiling, and building motivation & confidence
A. Discuss the importance of reading, writing skill, and plasticity in all curriculums and the
effect/affect of lack academic skills can have on behavior too.
B. Learner profiling to assess students’ reading and writing skills
1. Use Short Story or Essay with comprehension questions (same source for each exercise may be used.)
2. Implement reading and writing exercises (1st
they should read passage silently and answer questions)
a. Next pick students to read two or three sentences orally
b. Allow as many students as possible to participate (next step focus on ones performing at low
level)
c. Facilitator creates a repetitive short 4 /8 beat rhythm for students to read to (slow tempo if needed)
d. Passage to be copied at rate of 3 or more letters at a time; older students more than two or three
words
II. “American ME, American YOU” (A) MY lecture:
A. Inbred ability to read, write, and speak effectively (we can hear if a statement sounds grammatically correct)
1. Through the media the ability to read, write, and speak well has been instilled in us all.
2. Whenever reading orally do so with sense of purpose and with rhythm.
3. Importance of attentiveness and focusing to perform well, you can because the skills are subliminal
B. If one can speak well one can read and write well.
1. Most are bi-dialectical (examples of cultural dialect use, and use Standard English in mainstream
society)
2. SWR(I)O, selected writes what sounds right to create coherent paragraph
a. Topic can be based on textual information or prior knowledge
b. Even inserting punctuation where pauses feel natural (commas)
c. Instructor monitors and guides as needed to achieve goal
III. Reflect on (A)MY lecture topics labeling of activities, like RSC(I) that get the neutrons and protons sparking
strengthens one’s plasticity, and give formal introduction of Project MMAMA’s cognitive & motivational activities.
Explain how ability to think and concentrate, skills in hand-copying textual information, word recognition,
spelling…. are strengthened. Review Descriptive Discussion.
A. Humming for Handwriting HFH "The vibrations from the tones can help relax you, ease stress and balance
the mind and body...” (n.a. Hum Yourself to Health, 2008, p. 1). Actually having student write with
opposite hand while humming enhances ability write better with normally used hand.
B. Read It-Spell It-Copy It or RSC(I): enhances copying, spelling, word recognition;
Enhances motivation, attentiveness, confidence (etcetera).
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C. Say It-Write It-Read It Orally or SWR(I)O: enhance written communication skills, &etc.
D. Stand for Rhythm Reading or SR2: enhance oral reading skills, comprehension, &etc.
E. Personalized Synthesis for Reading &Writing or PSR2: enhances writing, analytical
thinking, &etc.
1. PSR2, an explanation of its origin
a. New Definition of Reading- prior knowledge & text(s) synthesized for comprehension…
b. Discourse Synthesis- selected text(s) synthesized for writing (ex. compare &contrast)
2. PSR2, select essay to be read and discussed orally (first one should be the same used in profiling),
request students to reflect on prior knowledge relating to morals, values, and other issues from selected
text(s), and compare written assignment with profiling sample for any significant difference in writing
style.
F. One + Two + Three + Four (Thoughts) or 1234(T) from Project MMAMA.
IV. Follow-up
A. Continue sessions, implementing and monitoring each activity for one to two periods a week
commending recognized areas of improvement like attention span, and other expected outcomes.
B. Confer with instructor to confirm that the activities are being effectively practiced with regular classwork….
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Project MMAMA DESCRIPTIVE DISCUSSION
PROJECT MMAMA (More Motivational Activities More Achievement) is designed to
motivate, inspire, and enhance academic readiness skills. Children acquire self-confidence and start to see and
believe they can achieve academic goals by the strengthening their reading, writing, spelling, speaking,
comprehension, cognition and neural plasticity. Teaching and learning specific subject matter is more exciting and
uplifting if students feel they can complete an academic activity. This is what they experience using the salient
research-based activities from MMAMA. I have seen that lack of confidence, enthusiasm, motivation, focus, and
concentration contributes to poor performances--academically and behaviorally-- in a plethora of classroom
climates. MMAMA is designed for success. As long as students participate in the activities they win because
reading, writing, spelling, speaking, attention span, thinking skills and ‘plasticity’, are being strengthened. For the
most part, the salient and changing strategies of the project were derived and coined during a two-year experience
teaching Elementary Science in Detroit.
Each class was visited once or twice a week, and I was able to observe the writing, speaking, and reading skills
of those students in their regular academic setting. One day I observed, most of the students’ in a third-grade class,
during a copying assignment that was taking longer than I anticipated, heads constantly darting from text to paper
and realized they were copying one letter at a time. They were given further instructions to copy no less than three
letters at a time, which lead to Read It-Spell-It-Copy It or RSC (I). As the students were monitored to assure the use
of RSC (I), I noticed the level of enthusiasm increase dramatically toward the activity. They were motivated and
wanted to copy more; the students were experiencing an academic task that they could achieve and were uplifted by
the outcome of copying more--quicker.
They were delighted with an academic activity that they could perform well at, whether it was to copy no less
than three letters or three words at a time, they knew they were involved in an exercise, that just by practicing it a
short period of time, strengthened their ability to think and perform noticeably better on the task at hand. The
students’ confidence levels shot up because they experienced motivational activity that they could sense prepared
them to handle regular academic subject matter and exercises. It was noticed that pupils were becoming bright-eyed,
and I thought, “Their neurons are really sparking!” Also, as some started to copy whole words, I realized that they
were empowering their writing, spelling, reading, comprehension skills, as well as, thinking power. It is wonderful
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to recall when a fifth-grader practicing RSC(I), while working on an assignment for her regular teacher, excitedly
told me that she had copied a whole sentence without glancing at the text once for recall.
“Can you see how educational technology like RSC (I) exercise the brain and get neurons and protons
sparking?!” I would often exclaim to students (to later discover it was breaking research in the area of neural-
plasticity. One could see the effects/affect too, in their wide-opened eyes and totally engrossed time on task. It was
visibly observable that their minds were growing stronger, as well as, their attention spans, enthusiasm, motivation,
and confidence. This activity served as, and is, a great tool for highly-challenged settings….
I realized they may not have been doing good academically because their ability to think or brain power had
needed strengthening by engaging in motivational activities readiness are ready to attack. To expatiate, e.g. we know
that reading strengthens and cultures the mind, but if a student has difficulty with word recognition and reading
fluently, how would that benefit a student, cognitively or emotionally, especially during an oral reading assignment?
These types of experiences tend to deplete children's confidence.
Project MMAMA has activities that help children function better in these areas.
As I continued work, I noticed children were more enthusiastic about science; and engaging, reading, and
completing assignments more. Mr. Burton, the principal of Winship at that time, requested me back to teach the
same subject for the 1994-95 school years. He had a serious talk with staff about low MEAP scores. In that E.S.R.P.
position (Elementary Science), before leaving for Student Teaching, I was informed by Asst. Principal Mrs. Stinger
that the elementary science MEAP score were the only ones to improve the previous year. I attribute the students’
improvements in classroom performances and on the MEAP to the increase in confidence and other educational
attributes that MMAMA instills. Children acquire: confidence in their academic abilities; a sense of purpose for the
exercises; enthusiasm, and their intellectual perceptions heightens.
More recently, through my participation in the Geological Alliance Program with Central Michigan University
and the State of Michigan Department of Education, the hypotheses that the sensation(s) ('tingling, sharp long
lasting pang...') children experience in certain parts of their brain with MMAMA's activity could be that specific
areas of the brain as theorized and diagrammed by Dr. Gershmel, et.al. to convey the concept of ‘The Spatial Brain’
(Copy Rights Reserved), are strengthened. For example, if children experiences tingling (headache) in the forehead
area are their ‘sequence’ skills being enhanced and if they experience sensations on the right temporal area are
‘association’ skills enhanced; what does the 'tearing’ indicate, and so on. There is the possibility of getting formal-
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research documentation for MMAMA’s implementation at Garvey Academy (DPS) and the Learning Disability
Clinic. I have accumulated hundreds of papers as evidence of children engrossed in the activity for thirty minutes to
over an hour at a time. They have been titled, signed, dated, and the different effects/affects of the activity on the
brain noted by each child (Refer to the Spatial Brain Diagram on page 15). Thus, not only does RSC (I) help neural-
plasticity, it may affect certain areas of the brain to enhance a child’s ability in specific areas of functioning. Prior to
this discovery other findings have been experienced for several years. Although no formal research has been
completed there is evidence of many children’s participation; the affect it had on them, and witnesses.
One most recent experience of Project MMAMA took place the 2009-‘10, at Marcus Garvey Academy. Although
I received permission from Principal Hearn to implement Spell-to-Copy…., to date, formal documentation has not
been established. But in several classrooms there was one hundred percent participation with children experiencing
sensations in parts of their brain, tearing of the eyes, and total emerging into the activity to the degree that they
would be so engrossed that it would go on a whole class period and children would request to do more of it the
following days. Also, often covering a Special Ed. Class there, Mrs. Newberry, the regular teacher, confirmed to me
that a child diagnosed with cerebral palsy had executed the best handwriting the teacher had seen. This was the
MMAMA’a Hum for Handwriting (HFH).
After meeting Lynne Master, M.Ed at Emerson Elementary the previous school year, I shared the affects of
MMAMA on Emerson pupils and classrooms with her. I became a contract tutor at her accredited Learning
Disability Clinic in Oak Park, Michigan. It is documented that HFH and RSC (I) were effective and affective with
my diagnosed clients. One was a Traumatic Brain Injury (TBI) case which leads to more research groundwork to be
considered. My feelings are that RSC (I) can also be a great recovery activity for people with brain injury.
J. Weiss (Supervisor of After-School 21st Century Tutor Program with DPS) observed Spell-to-Copy in
action during the 2008-’09 school year. She asked me to submit RSC (I) and other activities from Project MMAMA
to Detroit Public Schools Department of Special Education to show Michigan Department of Education (MDE) that
new research-based educational technology is being used in the 21st Century programs to help students meet NCLB-
based standards. RSC (I), Hum for Handwriting (HFH), and 1+2+3+4 (T) had great success the 2008-09 school
years. Students, parents, teachers, supervisors, and department specialists highly commend improvement in
children’s behavior and performance. One teacher, after observing their use in her class, adopted 1+2+3+4 (T) and
its summarizing aspect. MMAMA had same effects/affects on a highly challenged second and third grade class.
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With same results on students in all classes I covered as the Building Substitute from kindergarteners in the 21st
Century program through 5th graders in both regular hour and after-school settings. One parent told a teacher that
they did not believe handwriting was the work was their child.
This summer the use of RSC(I) at Duke Ellington Conservatory for Music and Art Elementary and Middle
School, as I team taught a group of 2nd graders had the same effects/affects it has had over the years on students:
intensive totally engrossed participation (ninety-five to one hundred percent); tearing of eyes; students
claiming/noting they got a headache or tingling sensation in the front-center, back, sides, and temporal areas of their
head; desire to do the activity more; increase in ability to copy more without glancing back to textual source; well-
behaved class; complaints of it being too much work; withdrawn quiet students becoming motivated and
outspoken….
During the 2007-‘08 school year, there was great success with RSC(I) at Fitzgerald Elementary and Noble
Middle School in Detroit. As a long-term substitute of a sixth-grade Language Arts class I had one period where a
group of ‘antsy’ second graders were brought to me for one hour every day. There was one hundred percent
participation with focus, concentration, complaints of weariness but continuing on, and the same affect/effects of
physical and mental experiences, for entire class periods! It was implemented at least fifty percent of the days I
worked in that position for a month or so with same success every time. It was amazing! At Noble, in a Twenty-first
Century, after-school tutorial program there was equal success with 4th, 5th, 6th, and 7th grade students. Students
that were diagnosed ADHD bordering on conduct behavior participated whole heartedly and talked about it in the
regular class setting; some were told only 5 or ten more minutes because they wanted to quit, but I would not say
stop and they would end up doing the task another twenty-five to forty minutes, for the entire class period. In this
after-school setting, there were some extreme challenges, but at one point or another, every student did participate,
even those that did not want to do all work. The activity captivates the brain.
Implementing it at Pershing High in Detroit in the 2006-07 school years there were some exciting academic
achievements and discoveries about this activity and program. I started the year in a special education class as a
long-term substitute and experienced various ways RSC (I) could be used and appreciated by children depending on
the child’s readiness skills and cognitive ability. A student, I was not informed of his diagnosis, but know that his
listening, reading, and speaking skills were low; was able read, repeat, and copy one letter at a time, and I had to
guide him shouting the letter in order for him to remember that one letter to copy; his eyes began to glow with that
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enthusiasm that MMAMA instills. He felt like he was learning! Another student was captivated by the activity, I
labeled him ‘The General’, and he appreciated it for a while, but stopped being motivated in the class, and started,
reluctantly and shamefully mocking academic efforts as if there were no use in trying. After being assigned to a
regular class where he was being main streamed, I learned he was in a gang and considered one of the leaders; he
did maintain a sense of respect but did little work. There was another student from the same special education class
that excessively continued the exercise at home with all kinds of magazines and could not stop. I imagine his brain
was consumed with need to exercise. He would exclaim this, and the fact that in his Science class his teacher was
commending him on copying work must faster, being more attentive, and performing better academically. He
literally pulled me to the through the halls by the sleeve to his Science teacher so she could tell me herself about his
improvement. Students can be instructed to spell words they do not recognize out loud so the teacher read the
spelling; the same passage could be repeated several times for reinforcement of acquiring and retaining practiced
and learned information. Text can be used below or above a child’s reading level to accommodate or challenge her
or him….
A paramount discovery this same school year came about when I had to attend workshop sessions for a
product our principal was purchasing called, FastFoward, created by Scientificlearning.com. Not only was this
program created in 1998 the same year I first submitted mine to the DPS office of Curriculum for Reading and
Writing, it totally supported my claims about neurons and protons sparking and increasing brain activity. This is
when I learned that what I had stumbled upon while teaching Science at Winship was the concept of neural-
plasticity. The FastForward program helped me to understand the affects of (RSC) (I) on brain activity and the
concept of neural plasticity. Scientificlearning’s researchers use MRI scans of the brain to measure improvement as
a result of their products use. MMAMA’s is more conservative and nurturing because it is cost effective educational
technology (pencils, paper, and textual source) and the instructor engages in the activity with individuals by
monitoring and assisting children one-on-one.
Say It-Write It- Read It Orally, also called SWR (I) O, is a learning activity that focuses on written
communication skills... The premise of this technique is that, if one can speak effectively using Standard English,
then one can write effectively using it. After listening to pupils speak, it was recognized that at least ninety percent
of the students I encountered could convey their ideas better verbally rather than in writing. It was obvious that oral
writing could extricate a natural ability to write correctly. SWR (I) O proved to be helpful. By instructing children to
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say what they want to write, write it, then read it aloud to check if it ‘sounds right’ (what we are able to recognize as
proper use of English language); I was able to monitor and assist. Written sentences and paragraphs showed much
improvement. “Understand that if one writes exactly what one wants to say, by saying it orally, then writing it, a
high percentage of the time what is written will be grammatically appropriate, correct, and sometimes one can feel
pauses in the speech where punctuation may be appropriate.” Furthermore, as a substitute in Oak Park School
District, in Michigan, a class of about six of seven educationally challenged students, whom were known to give
teachers a hard time, was introduced to SWR(I)O, in one class period for the first time. They all completed the
assignment and most expressed that it was the first time they had completed a coherent five to seven sentence
paragraph. They were excited about attacking a once challenging assignment when they understood how easy it is to
be successful at it; with a tremendous positive impact on written communication skills. I have added it to the
Writing Process also and publish it in class and implement it during lessons after ‘revise’ as ‘read aloud’ so my
acronym is PDRREP.
Stand for Rhythm Reading (SR2), was also derived from my teaching experience as an elementary science
E.S.R.P. However, like SWR (I) O, to discuss it I’d like to refer to a different setting. At Don Bosco Hall, both
strategies were implemented successfully with positive effects on academic performance and emotional uplift in a
program called, Standing TALL (Theater, Academics, and Learning Leadership), comprised of programs from the
Corporation for Artistic Development (CAD) and Regina Wade, Earnest E. Maddox’s Learning Leadership, and
my MMAMA for academics. By humming a melody and having a student read rhythmically, like singing with the
melody, students that were being laughed at and ridiculed began to read fluidly. After witnessing the immediate
effects/affects of both strategies, and the instructor’s sincere concern for education they began to support each other.
It was inspirational to see the concern and love that generated in the climate once it was discovered that they all had
the ability to learn to read and write effectively in a matter of minutes. Students are especially excited by SR2
because it is empowering. The immediacy of its exemplary effect on oral reading astonishes and impresses them;
those that read and write well before MMAMA, read and write better after her. SR2 builds sound and word
recognition skills, and comprehension skills. The tempo can be adjusted to students’ needs and have positive results.
PSR2 (Personalized Synthesis for Reading & Writing) is an activity that encompasses use of the New
Definition of Reading (NDR) as defined by the National Reading Association, and Discourse Synthesis. The NDR
emphasizes synthesizing prior knowledge and selected text to help reading comprehension, and DS emphasizes
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synthesizing selected text (s) to help written discussion. PSR2 is an activity that requires students to synthesize
related information from prior knowledge with that of selected text (s), via oral discussion lead by instructor, to
enhance written expression. PSR2 has not been implemented, by this instructor, in a classroom setting. But, in a
study conducted by Dr. Grange on behalf of my Master Thesis at U of D Mercy, the then English Department Head
at Osborn High and several English teachers implemented the activity to selected students; we did find significant
improvement in their writing style. The title of the thesis was, The Effect of Discourse Synthesis on the Writing
Style of Secondary Students. There was only 1 study in the country, conducted by Boyd and Raphael at Michigan
State University that could be used as a model. And, the idea of integrating prior knowledge and textual information
to measure its affects on writing dawned upon me during a class session for a Reading Content course at U of D
Mercy. Years later, and after having the idea deemed plausible for a Thesis Statement, I ran across Nancy Spivey’s
coined theory of Discourse Synthesis.
The teaching and learning strategies of Project MMAMA can harness the emotional apprehensions some children
experience when they encounter reading and writing tasks. As well as, the build their brains’ capacity to attack tasks
successfully. If they have normal readiness skills, they become immediately confident in their ability to read and
write effectively. Interests in subject matter increase when they see, in one or two sessions, their basic skills are
better than they were before MMAMA. Again, areas of improvement include a heightening of awareness, writing
and thinking critically, analytically, and insightfully, word recognition, oral read, spelling, handwriting, and copying
skills and neural-plasticity. At all levels of grade school, Project More Motivational Activity More Achievement has
proven to be a significant aide to help children achieve educational goals. MMAMA will be an exceptional program
for the Adult Education System, and, she can be implemented with selected text (s) from subject areas of instructor’s
choices, across the curriculums; she should strengthen the ability of students to perform better in subject area she is
used in, because of the attentiveness given to the context with which she is exercised. Thus, MMAMA can be
applied across the curriculum; and, again, as an aide to enhance academic performance in specific subject matter. In
my experiences with Project MMAMA, the teaching and learning strategies are flexible enough to be adjusted to
individual needs. A teacher may find one’s self integrating aspects of SWR (I) O, SR2, and PSR2 or creating similar
strategies or activities.
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NOTE:
The diagrams above need to be used in future research to determine if the ‘tingling’ children refer to experiencing in
parts of their brain due to the neural plasticity activity are in fact weak areas of the brain being strengthened.
Re-edited on 08/01/16, J.C.W..
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A GENERALIZATION OF A DESIGN
TO IMPLEMENT PROJECT MMAMA
INTRODUCTION
The following is generalization of salient objectives, strategies, and evaluation techniques that can be used to as an
organizing element in planning and implementing, Project MMAMA, in a regular fifth grade classroom setting. It
should be understood that she is easily manageable and monitor able and effective for students at higher levels of
education (Adult Ed., College, etc.) and, possibly, in climates with significantly less students (considering readiness
skills & Special Ed. Classes). Her uplifting phenomena will inspire, motivate, and build attentiveness and
confidence toward attacking regular classroom curriculum and assignments, while immediately enhancing thinking,
reading, and writing skills.
The use of Project MAMMA promotes healthy attitudes toward the teaching and learning process,
and strengthens plasticity.
B. Four objectives have been formulated; each on a different level of affective, cognitive, or psychomotor behavior
(Bloom).
Activities Objective 1 Objective 2 Objective 3 Objective 4
First activity x x
Second activity x x x x
Third activity x x x x
Fourth activity x x x
Fith activity x x x x
Sixth activity x x x x
C. Evaluation techniques have been designed for each activity. A description of the behaviors one would
expect as evidence of a child’s progress toward one objective has been provided.
D. Also included is a description of how sequence, continuity, and integration have been used in these
activities.
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Generalization: The use of Project MAMMA immediately betters reading and writing skills, and promotes
motivation, confidence, and overall healthy attitude toward the teaching and learning process.
I. Objectives:
Bloom’s Taxonomy Objective
Affective domain—responding and value 1. Students will be assessed and observed to determine their
level of performance (low/medium/high) in reading, writing,
and copying, and become more attentive, motivated, and
confident in their ability to attack the project, and regular
classroom assignments, as well as, strengthen their cognitive
skills and enthusiasm.
Cognitive—knowledge and comprehension 2. Students will perform better when reading orally,
and retain and Cognitive—comprehend, understand more.
Psychomotor—guided response 3. Students will become more proficient at hand copying
information.. They will become better spellers, and more
skilled at word recognition.
Cognitive—comprehension, application, 4. Students will show improvement in their analytical and
analysis, synthesis, evaluation critical thinking and writing
skills.
III. Motivational Learning Activities
Objective 1: Students will be assessed and observed to determine their level of performance(low/medium/high) in
reading, writing, and copying, and become more attentive, motivated, and confident their ability to attack the project
and regular classroom assignments, as they strengthen their cognitive skills, and enthusiasm; to motivate students.
Motivational learning activity # 1: American Me American You or (A)MY—1st
session
Objective 1a: Individual will write better with the continual use of practicing handwriting
Motivational learning activity #1a: Humming for Handwriting HFH--1st session
Objective 2: Students will become more proficient at hand-copying information. They will become better
spellers, and more skilled at word recognition; attention/focus, motivation, plasticity, inspiration,
enthusiasm, confidence all enhanced and leads to better performance and behavior.
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Motivational learning activity #2: Read It-Spell It-Copy It or RSC(I)
Also known as SR(2)C (Spell-Read-Repeat-to-Copy) and Spell-to-Copy
Objective 3: Students will show improvement in their analytical and critical thinking and writing skills.
Motivational learning activity # 3: Say It-Write It-Read It Orally or SWR(I)O
Objective 4: Students will understand and retain more, and perform better when reading orally
Motivational learning activity #4: Stand for Rhythm Reading or SR2
Objective 5: Enhance writing style/expression, analytical thinking, etc.
Motivational learning activity #5: Personalized Synthesis for Reading &Writing or PSR2
Objective 6: Students (with reasonably strong LCD) skills will construct written expressions that are, at
least, ninety percent accurate. And thoroughly summarize selected textual information.
Motivational learning activity #6: One + Two + Three + Four (Thoughts) or 1234(T)
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of six major US reading studies. Newark, DE: International Reading Association.
Farstrup, A.E., & Samuels, S.J. (2002). What research has to say about reading
instruction. Newark, Delaware: International Reading Association.
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From http://angellsms.gcu.edu
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http://angellsms.gcu.edu
Grand Canyon University (2008). SPE 571 Lecture two. University. Retrieved September
13, 2008 from http://angellsms.gcu.edu
n.a., (2008). Hum yourself to health. New Choice Natural Healing. MotherNature.com.
Retrieved September13, 2008, from
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Wheeler, J.W. (1998). Project more motivational activity more achievement: (Project
MAMMA).A low cost effective program created and designed for students of all
ages and LCD ability levels.