graduate experience thus far has exceeded my expectations. I was prepared to do a considerable amount of reading and feared that I might find too much of it to be overly theoretical and dry. I was surprised and pleased to find that much of the reading will apply directly to my work in the field of teaching. The most enjoyable aspect of the graduate experience has been the discussion and collaboration with other students. People vary in age and with respect to personal and professional experience. Everyone brings a unique view to the course work and we are all in pursuit of a common goal. It has been helpful to see other perspectives besides my own.
The lesson planning activities have been rewarding, as well as a tremendous amount of work. I have gained greater insight into the process because of the detail with which we approached the task. I…...

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Reference

Vacca, R.T., Vacca, J.L., and Mraz, M. (2011). Content area reading: Literacy and learning across the curriculum. 10th ed. Boston: Pearson.

There is also the question of what approach should be used in a given setting. For instance, Lewis-Moreno points out that, "A great deal of energy is expended selecting and defending the model used: Should it be late- or early-exit bilingual, dual language, or English immersion?" (2007, p. 773). Although complex problems require complex solutions, a common theme that runs through the relevant literature concerns the need to use what resources are available to their maximum advantage. As Lewis-Moreno points out, "Often, too little attention is paid to improving the quality of what is available: Are personnel, resources, and facilities used in the best possible way? If not, what can be done differently?" (2007, p. 773)
The importance of using learning strategies, or the moment-by-moment techniques that we employ to solve problems posed by second language input and output, in order to become a successful English language learner cannot be…...

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References

American Educational Research Association. (2004). English language learners: Boosting academic achievement. Research Points, 2(1), 14. Retrieved from   / uploadedFiles/Journals_and_Publications/.http://www.aera.net 

Batagiannis, S.C. (2011). Promise and possibility for aspiring principals: an emerging leadership identity through learning to do action research. The Qualitative Report, 16(5),

1304-1306.

Bird, L. (2009). Action research: A tool for enacting change at all levels. Advanced Leadership

accurately depicts all learning strategies?
Why not compose a song about how to plan accordingly?

Can you see a possible solution to decision making processes being simplified by prior proper planning?

If you had access to all resources how would you deal with explaining spatial intelligence ?

Why don't you devise your own way to deal with multiple intelligences ?

What would happen if short-term planning was ignored?

How many ways can you integrate long and short-term planning?

Can you create new and unusual uses for daily planning sessions?

Can you write a new recipe for a tasty dish?

Can you develop a proposal which would summarize goals and objective planning?

Evaluation

Is there a better solution to objective vs. subjective learning?

Judge the value of a student's aptitude requires deep insight

Can you defend your position about the subjective manner in which individuals learn and think?

Do you think a heavy emphasis on assessment is a good or a bad thing?

How would…...

Studying an individual child helped me to better understand some problems of the struggling reader because it allowed me to see a real world example of how difficult it can be for the learner and to see some of the unique obstacles to learning that the student encountered. It is one thing to read about it on paper, but it is quite another to actually experience it in real life. In real life, there is more than just the intellectual impact of having to deal with this issue, which is typically all that you experience in a case study in a book. In real life, there are other effects as well: there is an emotional effect, because you really feel for the child struggling; there is a self-doubt effect, because you begin to question yourself as a teacher, wondering if you are taking the right steps or if you are…...

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References

Reschly, D. “Identification and assessment of students with disabilities.” Special Education for Students with Disabilities, 6, 1, 1996: 40-53.

Sioux Falls Public Schools Education Foundation. (2011). Paired Oral Reading Washington High School [Video file]. Retrieved from

https://www.youtube.com/watch?v=80dH1qhHXO8

eading Comprehension: Strategies and ActivitiesIntroductionThe primary objective of reading is to comprehend and reconstruct the writers mental world. Skilled readers experience a sense of ease and natural flow in their comprehension, although this masks the underlying complexity of reading, even when the text is straightforward. Numerous cognitive and linguistic processes come into play, ranging from word identification to inferences about situations not fully described in the text. Consequently, finding a straightforward solution to questions like How does reading comprehension develop and Why does it sometimes fail becomes exceedingly challenging (Nation, 2019).Part 1: Strategies and SettingsFocus on overall language comprehension: ecent studies indicate that difficulties in reading comprehension may originate from an underlying weakness in oral language, which persists from early childhood, even before formal reading instruction. Students who struggle with reading comprehension also tend to comprehend fewer spoken words, have a limited grasp of auditory input, and exhibit weaker spoken…...

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ReferencesElleman, A. M., & Oslund, E. L. (2019). Reading Comprehension Research: Implications for Practice and Policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11.Parrish, N. (2020). 5 Ways to Support Students Who Struggle with Reading Comprehension. Literacy. Retrieved from   K. (2019). Children’s reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties, 24(1).https://www.edutopia.org/article/5-ways-support-students-who-struggle-reading-comprehension/ Nation,

Integration of music and reading may help parents prepare their children for school. On the surface, music and literacy seem opposite of each other both in meaning and delivery. However, the two forms of learning go hand in hand. For example, lyrics and literacy are similar because lyrics are the words sung in a song. Often, they are poetic and can be understood as poetry that sometimes tells a story.
Many singer songwriters are also storytellers, weaving intricate and powerful stories into their songs. If one examines a music soundtrack and a story line/plot, one can see how music is used to help tell the story as much as the narrative itself. As technology advances, music is becoming readily interweaved with reading comprehension. One study examined the use of multimodal e-books that combined text with animation, images, and sounds. Children made academic gains in reading from using multimodal e-books (Morgan, 2013).

Music…...

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References

Cauchard, F., Cane, J. E., & Weger, U. W. (2011). Influence of Background Speech and Music in Interrupted Reading: An Eye-Tracking Study. Applied Cognitive Psychology, 26(3), 381-390. doi:10.1002/acp.1837

Chang, A. C., & Millett, S. (2015). Improving reading rates and comprehension through audio-assisted extensive reading for beginner learners. System, 52, 91-102. doi:10.1016/j.system.2015.05.003

Cogo-Moreira, H., Andriolo, R. B., Yazigi, L., Brandao de Avila, C. R., & Mari, J. (2012). Music education for improving reading skills in children and adolescents with dyslexia. Cochrane Database of Systematic Reviews. doi:10.1002/14651858.cd009133

Cohn, N., Jackendoff, R., Holcomb, P. J., & Kuperberg, G. R. (2014). The grammar of visual narrative: Neural evidence for constituent structure in sequential image comprehension. Neuropsychologia, 64, 63-70. doi:10.1016/j.neuropsychologia.2014.09.018

One counterargument to the practice of teaching vocabulary is that children learn the meanings of many words by experiencing those words in the actual world and in text without explicit instruction. Unfortunately, such incidental learning is filled with possible problems. The definitions learned range from richly contextualized and more than sufficient, to incomplete to wrong. Children do develop knowledge of vocabulary through incidental contact with new words they read. This is one of the many reasons to challenge students to read incessantly.

World Knowledge

There is considerable evidence that readers who possess prior knowledge about the topic of a reading often comprehend the reading better than classmates with no, or lower prior knowledge. Nevertheless, even when students have knowledge relevant to the information they are reading they do not always relate their world knowledge to the content of a text. Unless inferences are absolutely necessary to make sense of the content they…...

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References

Armbruster, B.B. & Osborn, J., (2001) Put reading first: The building blocks for teaching chilren to read. National Institute or Literacy, Retrieved May 20, 2010, from: www.nifl.gov

Beck, I.L., Perfetti, C.A., & McKeown, M.G., (1982) Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.

Cordon, L.A., & Day, J.D. (1996) Stategy use on standardized reading comprehension tests. Journal of Educational Psychology, 88, 288-521.

Nation, K. & Snowling, M.J., (1998) Individual differences in contextual facilitation: Evedence from dyslexia and poor reading comprehension. Child Development, V. 69 No. 4, p.996- 1011. Retrieved May 20, 2010, from: http://C:UsersOwnerDesktop

eading is a fundamental part of a child's education. Many techniques have been utilized in an effort to make learning to read and reading comprehension easier for students (McCray 2001). One such technique is Sustained Silent eading (SS). The purpose of this discussion is to investigate Sustained Silent eading as it relates to reluctant middle school aged children. Let us begin our investigation by discussing the theoretical framework of Sustained Silent eading.
Sustained Silent eading (SS)

Jenson & Jenson (2002) report that The Uninterrupted Sustained Silent eading program (USS) was first implemented by Lyman Hunt at the University of Vermont during the 1960's (Jensen & Jensen 2002). By the 1970's the program was implemented into the American public school system (Jensen & Jensen 2002). Forty years after its initial inception this same program has an array of aliases including: Motivation in Middle Schools (MIMS), High Intensity Practice (HIP), Free Voluntary eading (FV),…...

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References

Broughton, M.A., & Fairbanks, C.M. (2003). In the Middle of the Middle: Seventh-Grade Girls' Literacy and Identity Development Here Is a Look at the Ways in Which a Group of Girls Perceived Themselves and How Their Perceptions and Behaviors Changed as They Moved from the Sixth Grade to the Seventh Grade: The Middle of Middle School. Journal of Adolescent & Adult Literacy, 46(5), 426

Brozo, W.G., & Hargis, C.H. (2003). Taking Seriously the Idea of Reform: One High School's Efforts to Make Reading More Responsive to All Students. Journal of Adolescent & Adult Literacy, 47(1), 14

Crawford P.C.2004. Using Graphic Novels to Attract Reluctant Readers. Library Media Connection

Graham, S., & Taylor, A.Z. (1998). Exploring Achievement Values Among Ethnic Minority Early Adolescents. Journal of Educational Psychology, 90(4), 606-620.

Increased vocabulary levels leads to increases in reading comprehension. Students with higher levels of vocabulary can also express themselves in more unique and complex formats, essentially increasing their ability to comment on the reading material in a way that better correlates with their exact emotions or experiences associated with that reading material.
Writing summaries for reading material is another method of using writing exercises to increase literacy levels. Teachers should implement lessons were students write hierarchal summaries that help organize the structure of reading material in a shape that is more familiar and understandable to students (Meltzer, Cook, & Clark, 2011). Writing summaries force students to internalize the material and reassert it in a different way. This further engages them with the texts, as they are forced to put the material in their own words.

Thirdly, using student-generated content to expose weaknesses in understanding can play a key role. Having students…...

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References

Guthrie, John T. (2001). Contexts for engagement and motivation in reading. Reading Online. 4(8). Retrieved September 21, 2012 from  http://www.readingonline.org/articles/art_index.asp?HREF=/articles/handbook/guthrie/index.html 

Guthrie, John T. (2012). Adolescent literacy: Issues, knowledge base, design principles, and challenges. Center on Instruction. Web. Retrieved September 21, 2012 from  http://centeroninstruction.org/ 

Melzter, Julie, Cook, Nancy, & Clark, Holly. (2011). Adolescent Literary Resources: Linking Research and Practice. Center for Resource Management. Brown University. Web. Retrieved September 20, 2012 from www.alliance.brown.edu/pubs/adlit/alr_lrp.pdf

However, it is possible to write in a way that reveals an understanding of what a person reads or what they hear during lecture. Lecture in the classroom provides an ideal opportunity for learners to reflect on what they have learned in previous sessions and to decide how they will use that knowledge to further their understanding, or to help them make decisions related to the content they have learned.
As I plan to become a history teacher I now realize how important reading and writing skills are to the student's comprehension of the content covered in lecture and in class. Students learn in many different ways. One reason that Nathan may not be doing well in both reading and in writing is because he simply does not understand the content or the context in which information is presented in the classroom. While he may not understand much from lectures,…...

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Reference

Freeman, F., Ghiso, M.P. & Hamayan, E. (2006). Authentic Accountability for ELL's Reading and Writing Development. Available: http://www.ncela.gwu.edu/resabout/research/ira06_freeman.pdf

Reflection

Dramatic eading for ESL
Differentiated eading with 10th Grade EFL Students

ESL literature is replete with studies focused on optimal learning environments and enhancements to student motivation (Lazaraton, 1886). Some of this literature parallels earlier work by linguists, psychologists (Harter, 1981), and educators (ichards & odgers, 2001), and early childhood researchers (Vygotsky, 1986) who specialize in language acquisition. Indeed, there is a plethora of anecdotal information about how to use visuals, games, music, and drama to increase ESL students' engagement in their learning. However, formal research about the effectiveness of drama as context for teaching English as a second language is not readily found in the literature.

This case study offers a discussion of the use of drama as part of a differentiated reading strategy to teach literature to 10th grade ESL students. Although the highlighted strategy is generally applicable, the literature used in this exercise is Of Mice and Men by John…...

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References

Baxter, J. (1999). A message from the old world to the new: Teaching classic fiction through drama. English Journal, 89(2), 119-124.

Berlinger, M.R. (2000). Encouraging English expression through script-based improvisations. The Internet TESL Journal, VI (4), April 2000. Retrieved February 25, 2011. from  http://iteslj.org/Techniques/Berlinger-ScriptImprov.html 

Boulton, M. (1968). The anatomy of drama (3rd ed.). London: Routledge and Kegan Paul Ltd.

Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rded.). Boston: Heinle & Heinle.

This is the goal of struggling readers. A dependent reader takes only a peripheral interest in the text. He gives it the minimum of his attention and approaches it only because he is forced. It is as though he is reading against his will and fighting all the way.
Beers provides an anticipation guide, but I don't necessarily agree that such a guide is very constructive or helpful. It deals solely with crass generalizations, and whether attitudes held before reading the text are still ascribed to after reading the text. For the most part, students' attitudes are going to be superficial and having them partake in an exercise of superficiality is likely to be counterproductive.

Beers argues that performing such activities will help to encourage students to become more involved with the reading. It will help them to engage their prior knowledge and challenge them to think. Beers recommends making statements…...

Solutions to incorporating fluency instruction in the classroom include repeated reading, auditory modeling, direct instruction, text segmenting, supported reading, and use of easy reading materials. Young readers may not always know what fluent reading should be like. Despite the awareness, oral reading fluency is a neglected aspect of the classroom (Allington, 1983). Therefore, according to Fluency for Everyone, written by asinski, "It seems clear that students need frequent opportunities to see and hear fluent reading. Since the most fluent reader in the classroom is the teacher, the teacher should be the primary model" (1989).
The method of auditory modeling can be used in several ways. Auditory modeling can dramatically improve fluency among readers (Dowhower, 1986). She says, "Auditory or oral modeling may be the most powerful of all techniques in encouraging prosodic reading." Prosodic reading can be described as reading with voice inflection and expression. Dowhower believes that modeling oral…...

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References

Abram, S. (nd) The Effects of Fluency Instruction Incorporating Readers Theatre on Oral Reading Fluency in an Eighth-Grade Classroom. Retrieved from:  http://arareading.org/doc/Susan_Abram_Reading_Fluency_Action_Research.pdf 

Anderson, R., Hiebert, E., Scott, J & Wilkinson, I. (1985). Becoming a Nation of Readers, Urbana, IL: The Center for the Study of Reading.

Cooper, D. (2000). Literacy: Understanding Literacy Learning and Constructing Meaning. Massachusetts: Houghton Muffin Company.

Fluency (nd) National Institutes of Health. Chapter 3. Retrieved from:  https://www.nichd.nih.gov/publications/pubs/nrp/Documents/ch3.pdf

By attaching visual elements to specific words and even to specific sounds within those words, many learners that might struggle with simple auditory approaches attached only to visuals of the letter might be better able to commit letter/phoneme associations to memory (Fox, 2011). The use of pictures also seems more interactive and engaging with the learners than simply showing visuals of letters associated with sounds, as it speaks to the imagination of the learners and gives them something to respond to in addition to the simple reading facts being presented. In this way, both the educator and the learners can be drawn into the lesson more fully, it would seem, and there is definite evidence that pictures make both the lessons and the material more memorable when they are properly used (Fox, 2003).
Other issues raised on these two DVDs such as synthetic phonics are also fairly controversial, and seem…...

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References

Elam, S. (2010). Phonics primer. Accessed 19 March 2012.

http://www.nrrf.org/PhonicsPrimer.pdf

Fox, B. (2011). Word identification strategies. Toronto: Lavoisier.

Overall, this type of reading lesson on the part of the teacher may inspire students to explore other types of reading material, thus expanding their reading horizons and their ability to think creatively.
READING PROJECTS:

esides having the teacher read aloud passages from a text, one reading project which undoubtedly would benefit everyone involved would be to have the class read the text aloud, either as individuals or as Zullo suggests, as a whole class reading with the text enlarged to poster size on a screen which would enable the teacher to include comments on the text by the students. In this way, all of the students would be encouraged to verbalize their thoughts on the text, make new connections between one passage and another, listen and appreciate different perspectives on certain passages and come to a more fuller understanding of the text. In addition, this method would benefit those students…...

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BIBLIOGRAPHY

Zullo, Rebecca L. (2004). Literacy for Learning: Reading and Writing Across the Curriculum. Canton, OH: Communicate Institute.

Demonstrating Love to Struggling Readers While Addressing Reading and Language Deficits

1. Establish a Supportive and Encouraging Environment

Create a classroom atmosphere where students feel safe, respected, and accepted.
Use positive language and praise students for their efforts, regardless of their skill level.
Provide opportunities for students to share their thoughts and ideas, and to learn from their peers.

2. Adapt Instruction to Meet Individual Needs

Use a variety of teaching methods to accommodate different learning styles.
Provide scaffolding and support through small group instruction, peer tutoring, and technology-based interventions.
Modify assignments and assessments to make them accessible for struggling readers.

3. Focus....

My Approach to Course Readings and Information

Throughout this course, I have approached the readings and course materials with a proactive and critical mindset, engaging with the content in a manner that has fostered my understanding and enriched my learning experience.

1. Active Reading and Annotation:

I have adopted an active reading approach, engaging with the texts attentively and critically. I underlined, highlighted, and made marginal notes to identify key concepts, arguments, and supporting evidence. This active engagement forced me to grapple with the material, extracting its essential elements and facilitating my recall.

2. Contextualization and Synthesis:

I have sought to contextualize the readings within....

I. Introduction
A. Definition of reading comprehension
B. Importance of reading comprehension in education
II. Theoretical Framework
A. Theoretical models of reading comprehension
B. Factors influencing reading comprehension
III. Strategies for Teach Reading Comprehension
A. Pre-reading strategies
B. During reading strategies
C. Post-reading strategies
IV. Assessing Reading Comprehension
A. Types of reading comprehension assessment
B. Importance of ongoing assessment
V. Common Challenges in Teaching Reading Comprehension
A. Students with reading difficulties
B. Lack of resources or support
VI. Professional Development for Teachers
A. Training in effective reading comprehension strategies
B. Collaboration with colleagues
VII. Conclusion
A. Recap of key points
B. Importance of continuous improvement in....

Key Elements of an Effective Reading Comprehension Outline
Developing a comprehensive outline is crucial for improving reading comprehension, as it assists readers in organizing, analyzing, and synthesizing information from a text. An effective reading comprehension outline should include the following key elements:
1. Heading/Thesis Statement:
Clearly state the main idea or argument presented in the text.
This serves as the central focus and guide for the outline.
2. Supporting Points:
Identify the key points that support the thesis statement.
These should be logical and interconnected.
Organize them hierarchically, from primary to secondary points.
3. Sub-Points (Evidence):
Provide specific details, examples, or evidence from the....