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. 53).
Besides 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 who find reading difficult via having "an opportunity to hear their peers make sense of the text" (Zullo, 2004, p. 52).
After this type of group reading, the effectiveness of it could be realized by giving a short exam on the passages that were read and if the scores turned out to be high, it would indicate that such a method truly does work. Of course, this reading method can be applied at any level, such as in a kindergarten/elementary classroom with children reading a popular picture book or in high school with the students reading and then discussing a text like Moby Dick or some other American literary classic.
A teacher could also utilize what Zullo calls student roles in which individual students act as discussion director, the connector, one who locates "connections between the reading and the world, other texts, classmates and the self," summarizer/predictor, someone who "prepares a summary of the passage read and makes sensible predictions" about what might happen in the next chapter, vocabulary enricher and investigator, "in charge of background information" on the author or specific text references (2004, p. 53). Clearly, some of the benefits of this method would include clarifying the content and ...
In the end, one might ask, how can a teacher truly inspire a student to appreciate reading and earnestly wish to read? The answer has much to do with providing initiatives to reading, being the instinct or desire to follow through with becoming a more appreciative and habitual reader. Understandably, in order to become such a reader, an individual must be literate, meaning that he/she must be able to read at a certain educational level on a par with their peers.
Some of the most basic traits associated with being literate include critical thinking, the ability to "personalize meaning to individual experience" and to apply "what is read. . .in the real world" (Zullo, 2004, 5). Of course, being a literate person affects practically every aspect of one's life, especially related to being able to utilize "written materials effectively in the environment" in which one lives and works and to function in society as a contributing member (Zullo, 2004, p. 5).
At the most basic level, a teacher can influence a student, particularly in a high school setting, by emphasizing the fact that possessing the ability to read not only well but critically can greatly affect the future in many ways. For instance, literacy in the workplace can help an individual to achieve specific goals by applying reading strategies to a wide variety of situations, thus affecting their job performance (Zullo, 2004, p. 8).
But most importantly, critical reading skills helps an individual to think more creatively, thus opening the door to new opportunities both at home and in the workplace. With children, the ability to read at a level superior to their peers places them in a position of knowledge and will certainly assist them to become even better and more appreciative readers later in life.
Zullo, Rebecca L.…
Reading is fundament skill necessary for our children to compete in a more globalized world. Evidence has shown strong correlations between education and income. These correlations have endured multiple generations and reflect the need for continual improvement on the part of students. The ability to read and comprehend passages therefore is the first of many building blocks needed to be help students within a more competitive and highly dynamic environment.
Reading 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 Reading (SSR). The purpose of this discussion is to investigate Sustained Silent Reading as it relates to reluctant middle school aged children. Let us begin our investigation by discussing the theoretical framework of Sustained
Reading Education Special needs and special education students have traditionally had more immediate needs in cooperative learning settings when compared to typical students. To be an effective teacher is not always as easy as telling the students to just sit-down and read. Teachers have to understand that there can be less obvious problems at hand like dyslexia, AD/HD, or English as a second language to name a few. When there are
The Title I reading instructor will become familiar with the Plato Learning content library. The Title 1 reading instructor will begin supplementing classroom instruction with the mini classroom lab using software from Plato Learning. Title I reading instructor will assess classroom performance and modify lab use accordingly. The STAR Reading test results will be evaluated. Survey results on student attitudes towards reading and learning will be compared to April 2007 results. The state standard scores
Amato & Baca (1989) note that throughout history bilingual education has shifted multiple times, from "nonbiased native-language assessments" to specific services directly related to a student's special needs and bilingual ability (168). Many consider the field of bilingual special education one that is emerging and growing. Baca & Cervantes (1989) note a need for a bilingual special education "interface" exists that incorporates training for special education students and teachers (168).
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to