Accelerated reading offers a number of proven benefits to participants. It provides for authentic assessment, significantly contributes to improving reading scores and develops higher order thinking skills via the assessment, recognizing the achievement of the students. The program combines the reading of popular and rich literature with computer-based comprehension tests to provide inspiration for students to read books of higher quality and to read more in general. In addition, the accelerated reading software manages the records of the student to keep track of reading performance, which gives parents and teachers valuable information to evaluate motivation and reading comprehension
These strategies can include additional elements of a balanced approach. The reading of a book aloud in a classroom setting and pointing at words as the words are spoken aloud provides students with the opportunity to see the spoken word in written context. Konza (2014, 154) notes in some research, oral language is excluded as a key element in learning to read. Although research suggests that oral language difficulties can lead to reading difficulties, therefore it is an important element. Once students understand oral language teachers can commence with working on
Reading is a process of constructing meaning. In developing a pedagogy about teaching reading, teachers must be aware of all elements that create a good reader. Teachers can provide the best instruction by delivering a balanced approach to teaching reading. Whilst it is necessary for students to recognise explicit elements of reading such as phonics, students will achieve much more success when also viewing reading from a ‘world view’. Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading.
Studies have shown students who spend more time writing are more code focused when it comes to reading. Code focused students have higher alphabet knowledge and word recognition then students who perform more activities with meaning focused. Early writing strengthens a child’s understanding and knowledge of emergent literacy. Non-Literacy Factors Community, demographics and culture are interlinked factors effecting a child’s early literacy skills. These factors dictate the child’s early literacy opportunities, how literacy is valued, and support the child receives at home in regard to reading and writing.
The results showed that students obtained a moderate mean in fluency via repeated reading. Not only do some student need assistance at times but also a good model to read so that they can know how to read properly since they will be reading on their own. Older struggling readers need to have a good model when reading .Model reading involves a good model e.g. . ; teacher, peer, tape recording or computer read the passage and students listen and or read along.
Aural means related to sense of hearing and oral related to verbal communication. Surely when the student is getting better in both listening and speaking they will reach communicative competence. Communicative competence refers to the level of language learning that enables language users to convey their message to others and to understand others’ messages within specific context (Hymes, 1972). Of course to reach this competence, both listening and speaking improvement is really needed. The Aural-Oral approach is very effective to be implemented in English Language Teaching in case to build communicative competence of student.
The Developmental Reading Assessment (DRA2) is a formal assessment designed to assess students in Kindergarten through eighth grade. It provides educators with two different kits, K-3 and 4-8, to use for assessment. The K-3 kit is used with students in primary grades to observe, document, and assess reading skills over time. This assessment yields students’ information about reading engagement, oral reading fluency, and comprehension through the administration of this assessment. The DRA2 provides formative information about student’s independent and instructional reading level, which will better inform the teacher in the areas in which helps to inform areas of instruction that would be beneficial.
Mind’s Eye strategy could be one of their best ways to solve this problem. This strategy can develop students visualization and improve students reading comprehension as the technique includes students memory and asking them to be more critical in giving their perception and prediction. According to Silver, Strong and Perini (2007) mind’s eye is a reading strategy that is used by the teacher to improve students critical skill of the words on the page into memorable images. When the students read about a text the students will combine their background knowledge with the information that is gotten in the text. In addition, Sejnost (2009) states that this strategy is started by the students who listen to the keywords which are mentioned by the teacher and then attempt to visualize what are they hearing by making pictures in their minds.
Standardized testing evaluates a student’s performance on one particular day ,Many student do not take tests well or learns the same way. Standardized tests are normally the same, some students can’t understand the tests the same as others.There are student who need extra directions, many student will get anxiety taking the test and it hinders their performance. Standardized testing causes many teachers to only “teach to the tests” According the Columbia University article. This practice can hinder a student’s overall learning potential. It hinders the teachers to be creative and the teaching materials being the same can get boring.
Indeed, to build the grounds for which teachers can foster their learners’ intrinsic reading motivation, the following strategies (Hunter, 2005) can be of practical application in classrooms. -The reading level of each text presented in the classroom should be coupled with the students’ cognitive
This was to help students understand that written language is meaningful, gain an understanding of text structures, and see what fluid reading looks and sounds like (Bainbridge & Heydon, 2017). The purpose of the read-aloud was also to help students work on the three receptive dimensions of language and literacy(Listening, Reading, Viewing). Along with the read-aloud, students were to bring in an artifact to share with the class. The purpose of this was to help them relate their lives to the story. When students see a connection between themselves and a character, they seem to enjoy reading more than when they do not see a connection.