The reason why students should read more challenging novels are because they learn new things, and they could also learn how to act in a certain situation based on the type of challenging story they read. Many people also feel that this book is irrelevant to student’s lives. However, kids should learn what life would be like for kids at their age in a different time period. Like what was stated before, in a history class, when we learn about the history, we learn about the straight facts, not as much of the personal lives of people living in that time. Since the novel is showing the personal recollections of one boy in the time period, students can identify the similarities between the two lessons.
However, there is a renewed interest in fluency among researchers and literacy advocates. Fluency is a reading skill that is considered the “bridge” between decoding and, so it is vital students develop this important link in the reading process (Rasinski, 2004). Although there are a number of areas that appear to be sources of reading difficulty, Valencia and Buly in their research with elementary students who perform poorly on high-stakes, silent reading achievement tests, (2004) found that a substantial number of fifth grade students who scored below the proficient standard on a fourth grade state reading test exhibited difficulties in what the Common Core State Standards have identified as a foundational reading skill -- reading fluency. While the previous studies attempt to prove the validity of some strategies in improving reading fluency, a gap in the research exists that gives specific attention to which factors impact reading fluency in L2 research in the first place. The present study aims to fill that gap left unaddressed in research.
This essay is written according to the conventions of the MLA: Gender Representation in Children’s Literature “The more that you read, the more things you will know. The more that you learn, the more places you 'll go.” - Dr. Seuss. Books influence the reader in many different ways whether it is gaining knowledge or learning a new language. However, the first time encountering a book is from the perspective of a listener. It is the parents who read to their children and, unknowingly, already by choosing a certain book with a certain content influence the way children may adopt a point of view on society structures or gender roles.
At first I thought of titling this article "The Lazy Parent's Guide" but then I realized that most parents aren't lazy, but they may have a slightly different philosophy about children and learning. If you're a big reader yourself or if you're homeschooling, you're probably concerned about how to teach your child to read. Reading is one of the most important skills a person can learn, and a great joy in life. My laid-back methods of teaching a child to read: 1) Be a ... Keywords: child rearing, teach kids read, education, homeschool Article Body: At first I thought of titling this article "The Lazy Parent's Guide" but then I realized that most parents aren't lazy, but they may have a slightly different philosophy about children and learning.
In a society where children are bombarded with electronics and technology, it can be challenging to convince them to sit down and either read or listen to a story. Reading and hearing stories helps to spark children’s imaginations and dreams. For some children, bedtime stories are not only special for the heroes or princesses they feature, but also for the scheduled time they get to spend one on one with their parent or guardian. In order for children to learn to enjoy reading they must be able to have a choice in what they are able to read. This is something that is taught to them from a young age, whether they are picking a bedtime story or a novel to read at school, it must be something that interests them.
Not surprisingly, researchers have found a distinct difference in the reading interests of boys and girls. Asselin (2003) points out the broadest difference in the reading interests of boys and girls: “Boys tend to focus on action rather than character development and relationships” (p. 53). Newkirk (2002) reiterates this point by citing Millard, saying that boys prefer action to personal relationships, excitement to character development, and humor above all else. Smith expands these generalizations of boys’ reading preferences pointing out that boy’s like series, and despite the aphorism, the appearance of a books’ cover is one of the major ways that boys’ select books (Jones & Fiorelli,
However, the main reason for the gender inequalities in Kindergarten through 12th grade is the diverse skills and behaviors that boys and girls uphold. Girls tend to hold more discipline and obtain greater leadership skills while boys do not exemplify any parallel behavior. “In early elementary school boys continue to be more disruptive than girls, and they also are less engaged in classroom learning” (DiPrete and Jennings 2). The contrasting behavior of boys can demonstrate by many aspects including family effect, stereotypes held amongst boys, teacher effects, and biology. Contrary to this, it is unfair for girls who come from low socioeconomic families and end up with difficulties in reading that arise by the time they hit 5th grade.
When reading difficult material according to Gersten and Baker (1999) in a research on Reading Comprehension Instruction for Students with Learning Disabilities, some students engage in beneficial self-monitoring strategies such as rereading portions of the text and trying to figure out the meaning of unfamiliar words central to understanding it. In contrast, other students fail to realize that they must pay attention to how well they understand a text as they read so that they can go back and reread as necessary. However, while reading a story, students might try to predict what will happen next which makes predictions helps reading
Literature Review “Children know how to learn in more ways than we know how to teach them.” —Ronald Edmonds (1991) Each child learns in a different way, therefore if teachers are mainly focused on instructing the majority auditory/visual learners; the students who have different learning styles needs aren’t being met, which results in lack of basic skills moving forward. The idea of one instructional strategy fitting all is creating a void in classrooms; which in turn is failing to help those students struggling the most. Campbell, Helf, and Cooke, (2008) suggests a reason for some students’ ongoing lack of achievements that, “too often, students are instructed indirectly, watching and listening to the teacher or other students with little or no opportunity to actually read” (p. 268). Children who are unsuccessful early are more likely to start disliking reading and avoid it all together (Campbell et al., 2008). When children aren’t successful at reading from early on, they’re at a substantially higher risk of being unable to read at grade level (Campbell et al., 2008).
It could be argued that in the ﬁrst decade of the twenty-ﬁrst century more tensions evolved: between centralised control and professional judgement and between holistic development and quantiﬁable measured standards. The preparation of teachers to teach reading has always reﬂected the political and social anxiety that exists about literacy standards. Reading is more than a com- bination of the different parts. Children and student teachers can be given the char- acteristics of a particular textual form but until they have taken the texts into themselves it will be a mechanical understanding and not true ‘personal knowledge’ (Polanyi 1958). The three aspects of knowing deﬁned by Habermas (1972) can be helpful here – the technical,