...National Reading Strategy February 2008 All rights reserved. You may copy material from this publication for use in non-profit education programmes if you acknowledge the source. For use in publications, please get the written permission of the Department of Education. Department of Education Sol Plaatje House 123 Schoeman Street PRETORIA Private Bag X895 PRETORIA 0001 ISBN 177018-062-1 1 Acknowledgements The Department of Education (DoE) wishes to acknowledge the following individuals and organization who contributed in the development of National Reading Strategy: 2 Contents Page numbers 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2. Why improve reading? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3. The situation in South Africa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 4. Specific challenges in implementing the National Reading Strategy . . . . . 8 i) Teacher competency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 ii) Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 iii) Teaching conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 iv) Print environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 v) Language issues ...
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...Researching of Reading Expert Tim Rasinski Over the years education has evolved from the one room schoolhouse to multimillion-dollar campuses, naturally educational expectations have evolved as well. The ability to read was once a sign of wealth and sophistication; now reading is an essential skill to function in every day society. Reading is used in every aspect of life, all reading research can agree on the fundamental importance of reading ability. Reading is the act of taking written information and interpreting it into language. However this means that one can read without full comprehension of what the text actually states, this where the ideas of reading expert Tim Rasinski come into play. Tim Rasinski is a well-accredited reading expert that advocates fluency in the beginner stages of reading. Fluency is the ability to read a text accurately, quickly, and with expression, but fluency bridges the gap between reading and comprehension (resourses). Looking further into the reading theories of Tim Rasinski we can see the possible key to developing reading comprehension through fluency. Biography Timothy Rasinski started out his career in education by teaching for several years as an elementary and middle school classroom and Title I teacher in rural Nebraska (Recourses). He furthered his education and became a professor teaching education at the University of Georgia. Rasinski is currently a professor of literacy education at Kent State University in Ohio (Recourses)...
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...21century(Genenen: 2011). In the EFL context, language learning is seen as a process that requires opportunities for learners to participate in communication where making meaning is a primary goal. Reading is one of the language skills which students need to develop and the most important of all the four language skills. Students’ academic success and their language proficiency depend largely on their ability to read and comprehend the textbook and notes they receive in different subjects (Getachew: 1996). Though reading is not the only skill to be taught in the language classroom, it is definitely the most important for many ESL/EFL learners (Grabe2002). So, reading in a second or foreign language setting continues to have an increasingly important role. Traditionally, reading comprehension lessons have centered on a passage of text followed by questions. But the questions were usually designed to find out whether the students had understood, rather than to facilitate understanding. In other words, they were devices for testing rather than teaching (Nuttal 1982). There are still different points of view on how reading is processed. According to Anderson (1999), there are three models of reading comprehension process: bottom-up, top-down and interactive. With the bottom up approach, reading is viewed as a process of decoding written symbols, working from smaller units to large ones. But many scholars argue that...
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...CHAPTER ONE: INTRODUCTION 1.1 Reading Reading is a multifaceted process involving word recognition, comprehension, fluency and motivation. It is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development and refinement. Reading is making meaning from print, it requires that we: i. Identify the words in print – a process called word recognition. ii. Construct an understanding from them – a process called comprehension. iii. Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency. Sometimes you can make meaning from print without being able to identify all the words. Sometimes you can identify words without being able to construct much meaning from them. Sometimes you can identify words and comprehend them, but if the processes don’t come together smoothly, reading will still be a labored process. Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex and each is important. i. To develop word recognition...
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...CHAPTER 1 INTRODUCTION Reading is a way of life. We do reading in our day to day activities, from boarding the bus with the designated signboard to deciphering warning signs in the roads, business letters, and correspondence in the offices schools and even in our own homes. We need reading skills in cooking, reading the labels and instructions and even following directions in using our household gadgets. Reading is a complex process between a reader and a text. (Wedgewood J. 2009). It is simple yet difficult task because it is composed of many interconnected sub-skills that once mastered will make reading flow easily as normal as breathing. As Richard Steele had enunciated, “Reading is to the mind as exercise is to the body.” Another important aspect of Reading is that between the written text and the reader, there should be interaction. This interaction is called comprehension. It is a phase of reading where after decoding the text people react to it. Hence, reading without the concept of understanding is not reading but vocalizing. Putting it simply, reading should have comprehension. Unfortunately, poor comprehension is the prevalent disease of learners today. Thus, the researcher has initiated this action research to show the importance of encouraging the mastery of reading. Make everyone aware of it as an important tool to be incorporated in all subjects. Through this Reading Remedial Program, development of comprehension will be enhanced with activities focusing...
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...Predictors of Reading Literacy in the Netherlands Drs. Andrea Netten, National Language Center, The Netherlands Prof. dr. Ludo Verhoeven, National Language Center, The Netherlands Dr. Mienke Droop, National Language Center, The Netherlands Abstract The purpose of this study was to construct a longitudinal model that predicts reading literacy at the end of primary school. The data of 822 students who participated on a combined PRIMA and PIRLS 2001 study and PRIMA 2003 study were analyzed. The following student variables were considered for the model predicting Reading Literacy in grade 6: Nonverbal Intelligence, Home Reading Resources, Decoding, Language Comprehension, Mathematics, Reading Motivation, Academic Self-confidence and Reading Literacy in grade 4. The fit of the model was found to be good. The model explained 62% of the variance in Reading Literacy in Grade 6. The three school-learned skills that were entered in the model; Language, Decoding and Mathematics have proven to be important predictors for reading literacy. With respect to the two variables measuring attitudes, Reading Motivation and Academic Self-Confidence, it can be concluded that they contributed, either direct or indirect, to the prediction of reading literacy in grade 6, although they explained only a small part of the variance. Introduction For a student to become a successful and productive adult in society, good reading skills are essential. To refer to the demands for literacy in today’s society...
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...factors or strategies contributing to early literacy, it is important to first establish that there is in fact a discrepancy between low-income children and their more affluent peers in the first place. A review of the research literature is required to lay certain inaccurate stereotypes to rest, such as the notion that poor children are simply lazier students, and do not face additional difficulties with the acquisition of literacy skills. A comprehensive empirical study by Babuder et al (2014) explores the relationship between poverty and reading skills in children, with the results being unanimously negative. The study goes beyond assessing the reading skills of the children, and measures the basic phonological and semantic skills needed for reading comprehension. The results suggest that poor children exhibit major deficits in these areas, and furthermore that their parents will be of little help if they are uneducated and have poor reading skills. This information stresses the importance of effective teaching methods tailored to the challenges that low-income children face, especially when the parents are not capable of...
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...Teacher Tip #1 Students can record themselves reading a book from their home computer. Have them record a favorite story with bells or dings to signal page turning (the Next button) and allow younger siblings to listen to the read-aloud while following along. Teacher Tip #2 When students have read and listened to all books in their assignment/level, assign a running record for a Benchmark Book or Benchmark Passage to determine student accuracy and readiness to move to the next level. (If Raz-Kids is used during centers, have the student record their reading.) Teacher Tip #3 Use the Assignment report to see at a glance how much of the current assignment a student has completed and whether it may be time to assess a student's reading progress. Teacher Tip #4 Giving students access to the Book Room will help build listening comprehension, increased awareness of differing text structures, and broader vocabulary as students listen to books at higher levels. Teacher Tip #5 Play Raz-Kids songs on an interactive whiteboard during class transitions, and challenge students to be cleaned up and in their seats or in line before the song is complete. Teacher Tip #6 Use the correlation chart to help determine which level of books to assign to a student based on their grade or known guided-reading level. Teacher Tip #7 Include a date in a custom assignment title as a reminder of when a student was first given a particular assignment or when resources were updated. ...
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...Elma Campos Grand Canyon University: EDU 260 August 10, 2012 Table of Contents Reading Comprehension Chapter 1 Pages 1-3 Phonics Chapter 2 Pages 4-6 Phonemic Awareness Chapter 3 Pages 7-8 Fluency Chapter 4 Pages 9-10 Vocabulary Chapter 5 Pages 11-13 References Chapter 6 Pages 14-15 Chapter 1 Reading Comprehension Reading Comprehension is the ability to understand what you are reading (Lesley University, 2007). t O help students understand what they are learning, they need to be encouraged to read at home as well as in the classroom. Reading Comprehension comes from prolonged exposure to reading, but it can be easily adapted and understood if a child is encouraged to discuss what they are reading. While reading, children should ask questions, make predictions, and formulate an opinion while they are reading (Lesley University). This is important for student advancement, as it keeps your child’s brain active while they are reading, and it reminds them to pay attention to the text and the context within the words. Sir Richard Steele- “Reading is to the mind as exercise is to the body.” How to Teach Your Child Reading Comprehension Every parent should read with their child for at least 10 minutes each night. Take a small amount of time to read with your child before going to be, but be sure they understand what they are reading! Here’s How!!! WHAT YOU NEED!!! Paper and Pencil It’s easy!!! 1. Have your child...
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...Reading Competencies of Grade 1 Pupils of Kids At Heaven Christian Academy by Almira B. Delos Reyes Master of Arts in Education Major in Educational Administration Abstract This study aimed to observed the development of the pupils in Kids At Heaven Christian Academy reading comprehension skills during this period. Four measurements were conducted during this period, and four tests were used as indicators. . 1. Introduction There is not an area in the school curriculum that does not demand an ability to read. Reading skills are an important tool that pupils need to become academically successful. Good readers are better students than poor readers in every subject area.Even when a pupil is studying practical or mathematical subjects he or she has to read instructions before starting to solve the task. When reading a text the goal is to understand its content. It is a process that exceeds decoding, and includes comprehension processes of the word, sentence, and text level. A child who does not learn to read and comprehend in the early school years has severe difficulties also in studying other school subjects. (Bowyer-Grane & Snowling 2005, 190; McGee & Johnson 2003, 49.) An important goal of literacy teaching is to awaken pupil’s interest in language and literature and also give them a lasting positive attitude towards reading. The aim is to support the development of pupil’s ability to read, interpret and use different texts. Each pupil should adopt...
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...areas in rural setting or in areas with high pupil population but few teachers. Honestly speaking, it is very hard to teach pupils with combined levels and different age groups. Sometimes it is where the slow readers can be found because it is really hard to teach the pupils individually especially when the teacher has many multi grade pupils. A skill for reading is very significant that one must acquire in gaining access and understanding the printed text. It is a skill that is very important for every learner for if he/she doesn’t have this skill, the learner is automatically in trouble. But if the learner has this skill, surely he/she may become an independent learner. It is generally accepted that the ability to read is an important skill that a learner must possess for the reason that all kinds of learning activities, reading is a tool by which a learner gains success to the different fields of study(Campo, 2001.) Every human endeavour utilizes the skills in reading. Everywhere in the community requires reading as a tool for understanding. Yet, the country is facing a huge problem regarding proficiency in reading. Philippine curriculum is always in motion for changes and still it is left behind by other south-east Asian...
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...Parental Involvement in Reading: Effect on Early Reading Achievement Reading achievement is one of the most important aspects in every young child’s life. Learning to read is of course anything but a race, but getting a good start is as vital in learning to read as it is in any race. Children who fall behind in school at an early age seldom catch up. Studies have found that children who were classified as poor readers at the end of first grade had an 88% chance of being poor readers at the end of fourth grade (Jenkins & Vadasy, 2000). Countless studies have been conducted to determine the effect of parental involvement on students reading achievement. Observations and interviews suggested that parental activity increased children’s reading skill acquisition or enthusiasm, which, resulted in success in reading. All results indicated that parental involvement in reading has a considerable impact on students reading achievement. The findings support that parental involvement plays a part in fostering children’s cognitive growth and academic success. Research done in this area has been quantitative in nature in that studies have looked at the relationship and/or the cause and effect of parental involvement and reading achievement. There has been little qualitative data collected in this particular area. Statement of the Problem The purpose of this qualitative study is to document the process and experiences of one parent-child pair where the child is in first grade...
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...Collaborate Learning Community: Parent Handbook EED # 470 Curriculum, Methods, and Assessment: Literacy and language Arts K-3 June 8, 2011 Read All About Us I Can Read! Reading Is Fun! Parents’ Literacy Handbook Why Reading to Your Child is Important? Books help children develop vital language skills. * Reading can open up new worlds and enrich children's lives. * Reading can enhance children’s social skills. * Reading can improve hand-eye coordination. * Reading can provide children with plenty of good, clean fun! * So reading really does matter after all! (Freedman, B, DeVito). WHAT’S BUZZING IN Technology? Parents can access Everyday Math and Reading assignments from home! Instructions are posted on the website….. WHAT’S BUZZING IN Technology? Parents can access Everyday Math and Reading assignments from home! Instructions are posted on the website….. From the Principal Corner Ways to Help Your Child Do Well in School * Read, Read, and Read! Take at least thirty minutes a day and read to your child every day. * Create an atmosphere conducive for reading. Give them support by helping them with their homework. * Make sure your child gets plenty of rest and a balance meal each day. Schedule regular check-ups. * Be a role model. Encourage them to be independent. Give your child responsibilities. * Choose a study time. Provide a place for them to study...
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...Dr. Pedro D. Abanador Problem : Factors Affecting Reading Comprehension of Students Solutions: A. Interactive 1. Story Retelling 2. Story Grammar Training 3. Question-Answer 4. Reading Tutorial 5. Recitation B. Self-Enrichment 1. Inferring 2. Synthesizing 3. Summarization 4. Paraphrasing Strategy 5. Repeated Readings C. Assessment 1. Giving exam 2. Giving assignments 3. Book report 4. Impromptu Speech 5. Story Mapping INTERACTIVE Story Retelling Retelling is a reading skill that demonstrates comprehension. Retelling is the ability to read or listen to a story, then summarize it in paraphrased form. Children begin learning the basics of retelling in kindergarten where teachers start to informally assess the students' overall understanding of a story. Retelling is a useful assessment tool throughout school because it can measure simple to advanced comprehension, as well as help the students improve their listening and speaking skills. Instructions 1. Review retelling strategy. Model it again for those who may struggle. Read a short story aloud to the class, then summarize the important details in the correct sequence. Write each summarizing statement on chart paper. Number the statements so students understand how to retell in the order that events happened. 2. Choose an instructional level text, like a short story from a reading book or a chapter from a novel, that is leveled for the...
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...EDUCATION Region III Division of Bulacan Baliwag North District PAITAN ELEMENTARY SCHOOL Paitan, Baliwag, Bulacan ANNUAL IMPLEMENTATION PLAN 2011-2012 Project | Objective/s | Activities/Strategies | Personnel to be Involved | RESOURCES NEEDED ( Supplies, Materials, Equipments) | Sources of Fund | Budget | Time Frame | Success Indicator | Sustainability | Pupils’ Development Poor/ Low comprehension skills in both English and Filipino. | 1. To Increase the reading comprehension of pupils with low comprehension skills. | 1. Encourage pupils to borrow or make use of the school library during vacant hours. 1.1 Add more reading materials/ activities in subject areas that use the English language. 1.2 Organize remedial classes in Reading. 1.3 Conduct a teacher –parent meeting to encourage parents, cooperation and guidance to improve pupils, reading comprehension skills. | School head, teachers, parents | Literature books, different reading materials, charts, flashcards | PTCA Fund, MOOE | Php10,000 | June 2011-March 2012 | 1.Improvement pupils’ comprehension skill in both English and Filipino Improvement of pupils study habit Children and parents relationship enhanced Vacant hours used for more productive activities | Continuous encouragement of both teachers and parents in pupils’ love for readingContinuous remedial programCooperation of teachers and parents. | | | | | | | | | | | ...
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