Elements of Reading Essay Example for Free

Elements of denotation EssayReading is the surgery of fashioning good sense from scar comprehension is the goal of all reading. Comprehension is constructed by the reader, so no one understanding will match anothers, but how readers apply strategies as they process text influences the depth of understanding. There are four elements of reading name identification, suavity, comprehension, lexicon. We will begin with contrive identification, since it is the foundation of the reading process. script IdentificationSeveral terms are associated with the identification of words word attack, word analysis, word acknowledgement, decoding. These are often used interchangeably and suggest the act of translating print into lecture through the analysis of letter-sound tellingships. Each term is connected with what is commonly called phonicsa tool to try or attack wordswhich focuses attention on words parts and builds on phonemic awareness. Word recognition suggests a process of i mmediate word identification i. e. words retrieved from memory.It includes the concept of ken words (or sight vocabulary) and suggests a readers ability to recognize words rapidly/automatically by making an association between a particular spelling/pronunciation/meaning by applying an internalized knowledge of letter-sound relationships. Word recognition together with word attack skills leads to word identification. Many children develop knowledge nigh print before entering school through purely visual cues. These children enter first pasture full ready to analyze words, but others do not. They rely on your explicitly-planned littleons.Ehris study (as cited in Vacca, Vacca, Gove, Burkey, Lenhart, McKeon, 2003) claimed that at that place were developmental phases in word identification, whose characteristics could be readily identified, as children progressed. The pre-alphabetic stage includes visual clues, such as those found on cereal boxes, traffic signs, and restaurant logo s (stop sign, Burger King, KFC, McDonalds). The partial alphabetic stage, emerging during variantergarten and grade 1, includes some knowledge about letter-sound relationships (S looks and sounds like Sammy, the snake).The full alphabetic stage includes ample knowledge about segmenting sounds (/c-l-o-ck/) to unlock the pronunciation of unkn bear words. The consolidated alphabetic stage includes the ability to analyze multisyllabic words, using onsets and rimes. Fluency Fluency is the ability to read text in a normal utterance voice with normal intonation (the rise and fall of the human voice) and inflection (the pitch, stress and pauses). In the condition of literacy, one is fluent, who can read with expression and comprehension. Students who are fluent have automaticity. They do not turn over attention to decoding, but focus on the construction of meaning.Problems in fluency are a major(ip) contributing factor to assimilators lagging achievement. They often arise due to the l ack of early contact with literacy or diverse linguistic background. Repetition is key to increasing fluency. A mixture of six methods helps to increase fluency. sure text Children can rely on their intuitive knowledge of language and sense to read with less and less assistance. Ex. Maxs Pet Repeated readings Children can practice reading aloud alone, with a classmate or parents, and to the principal. Automated reading Children can listen and read along with a tape, a CD, or a computer program.They can also record themselves, listen, and repeat until fluent. Choral reading Children wishing to hear mature readers with expression. The oral reading of poetry with various voice combinations builds on a instinctive interest in rhythms and highlights the beauty of tonal qualities in spoken English. In choral reading, all fluency levels can participate in unison, take parts, or read refrains without embarrassment. Readers Theater This oral presentation of drama, prose or poetry involves children of all ages reading literature to audiences of children.With a few props, perhaps, but no costumes and no memorized lines, the strain is on what the audience hears. Sustained Silent Reading (SSR) Classes and sometimes entire schools establish a daily, resolute time period for silent reading of self-selected material. Teachers also read, and there are no content-related questions asked. Stories (or a feign of them) can be sent home for rereading, after students have become very familiar with them by rereading during class. The goal is to increase the pleasure principle and enable children to become lifelong readers.ComprehensionTo understand text, a reader actively searches for meaning and responds to text as s/he decodes. Readers learn to monitor their own comprehension through metacognition. The dimensions of active reading comprehension involve specific questioning skills that require readers to neck with text in monastic social club to organize their background kn owledge, clarify ideas and support opinion. Question/Answer system Ask questions that elicit questions in return. Such questions stimulate interest/arouse curiosity they draw students into the story. Ex. not What is this picture about? but What would you like to know about this picture? Question/Author scheme Students engage in dialog with the author What is the author trying to say? What does the author mean? Is x consistent with what the author told us before? Think-Aloud Strategy Teachers model the think-aloud process initially in order to help students learn to make inferences, using clues from the text and background knowledge to make logical guesses about meaning. K-W-L (What do I Know? What do I Want to learn? What I Learned) is one kind of graphic organizer, which is a visual to help students summarize and organize expository information.Building an awareness of rudimentary story structure enables students to organize information from narratives, so that they can better anticipate and make sense of what they read Simple structure Setting (Where? When? ) Characters (Who? ) Plot (Problem for which characters take action) Complex structure Setting (Maybe to a greater extent than one) Characters Plot (Two or more episodes with a chain of events flashbacks, sometimes ) Organizers are available commercially, but almost teachers have a collection they may be happy to share. Vocabulary English has the largest vocabulary in the world 600,000one million words.Students learn about 88,000 words by ninth grade in order to process text. Its been estimated that children learn about three-four thousand words per year, which averages 16-22 words per day. Do we teach all(prenominal) single word? No students acquire vocabulary on their own through usage, not via positive steering. What are words? They are labels for concepts, mental images of something. Ex. The word picnic will call to mind diametric ideas for everyone. We organize concepts into hierarchies by c ommon features or similar criteria in order to make sense of complexness in our environment.Ex. The concept of dog has common characteristics, despite different breeds and behaviors. We have five vocabularies listening, speaking, writing, reading, and body-language. The listening vocabulary develops first and is the largest until middle school, when the reading vocabulary becomes and ultimately remains the largest vocabulary. Our job as teachers is to promote students conceptual understanding of key vocabulary words, because learning words and expanding vocabulary has a strong influence on comprehension. What is the best means to teach vocabulary?Through multiple, varied encounters with words. Six principles to guide vocabulary instruction include featuring key words that convey major ideas in literature and content areas in relation to other words to develop shades of meaning in relation to students background knowledge in pre- and post-reading activities taught systematically, in depth, and reinforced that interest you telling stories about the origin and derivation of words helps to create student interest in words. We organize knowledge into conceptual hierarchies, and vocabulary study is a key factor.