...Learning Through Literature: “The Necklace” At a young age, reading was a struggle that many parents had to force their children to do, every single day. Although reading is becoming less and less popular, because of new technologies, it is still very effective and useful. As the world develops and humans begin to find other ways to get information on a culture and on the meaning of individuality, reading still proves itself the best way to learn these things. The story, “The Necklace” by Guy de Maupassant, proves that literature is the most effective way to provide readers with the best insight into French culture and the meaning of individuality through Mathilde’s journey in France. Mathilde Loisel, a French woman who dreams of riches, goes...
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...72-76 Poor Study Habit as an Educational Problem Among University Undergraduates In The Contemporary Times And Effective Management Strategies DR.O.O.PITAN . 1, School Of Education . National Open University Of Nigeria. Lagos, Nigeria ABSTRACT :Educational problems are multifaceted and are hindering factors that inhibit the maximal realization of learners’ endowment. These problems could be leaner–resident, school–resident, home-resident or societal–resident. One of the consequences of these problems is academic underachievement and academic failure caused by poor or improper study habit. On the part of the affected students, ethological suggestions to motivate them for achievement and psycho-stimulants to develop their reading skills can be of use in reducing the effect of this educational problem, poor study habit. Studies have established the prevalence of poor study habit among the University undergraduates, which has led to poor performance in home assignments as well as in examinations. Hence, this study focuses on the factors that are capable of precipitating poor study habit which aggravate into educational problems and how they can be effectively managed to increase the level of academic achievement in the average undergraduate .The reduction effect will go a long way to build a nation where mediocrity will soon become a thing of the past. Integrity, as a value, will be further established as examination malpractice will be highly curbed in our...
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...March 21, 2012 Effects of the Transition to a Visual Culture Lucinda Whitfield Western Governor University The world has begun to move to a culture full of visual images, this transition has even had an impact on literature and has shaped our world into a visual culture. In this paper, the writer will investigate the effects of visual literacy on society. Visual images are observed in many facets of global society. Vast amounts of information today is embedded in forms of media that does not solely rely on linguistics causing the new digital generation to have a need to develop new types of literacy skills. Messages that were once conveyed through literary texts are now communicated through other forms of media that are enhanced or supported by visual images. The emergence of a growing visual culture has led to a steady decline in literary culture and has several underlying effects. Mirzoeff argued (1998) “the visual culture defines and delimits the post-modern present in that the culture that we call postmodernism is best imagined and understood visually, just as the nineteenth century was classically represented in the newspaper and the novel” (p.5). Understanding what is seen versus what is read will likely continue to be an important acquired and needed skill for people of all ages. Several trends are believed to be contributors for the need to attain new literacy skills. In a time of reality television, movies, video gaming, and digital billboards, it is rare...
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...I reflect on the workings from the EDC131 Language and Literacy for teachers, I am reminded that we are a multiliterate society and are surrounded by many forms of literacy. Being an educator in the 21st century means more than reading and writing. It also involves being an active and involved citizen and setting our students up with the skills they need to be involved in the world (Brenden Burnell, 2012) such as being digitally literate. I have been reminded of different influences of literacy and language considering culture and family background (Hill, 2012, p. 58; Mills, 2010, p, 6), as educator understanding each family circumstance will affect and support how each child learns (Hill, 2012, p. 58). As an educator, I need to understand...
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...(Post graduate) Language Testing Testing Reading Comprehension Prepared by : Ahlam Alghrarri Supervised by : Dr. S. Balhoug Spring 2012 1.1 Introduction Reading is one of the major skills involved in language learning, usually conceived of a solitary activity in which the reader interacts with the text in isolation, and is a most important activity in any language class, not only as source of information and pleasurable activity, but also as a means of consolidating and extending one`s knowledge of the language; such reading presented to the student is designed primarily to strengthen one`s control of the oral /aural skills. Readings are generally based on the grammatical structures and lexical items, and content of the material is regarded as acquiring culture by comprehending the content of the text. Reading comprehension is the process of deriving meaning from a connected text. It involves word knowledge (vocabulary) as well as thinking and reasoning. Therefore, comprehension is not a passive process, but an active one. The reader actively engages with the text to construct meaning. This active engagement includes making use of prior knowledge. It involves drawing inferences from the words and expressions that a writer uses to communicate information, ideas and viewpoints, which can be done by testing the reader his comprehension that is what this paper will discuss. 1.2 What is reading? It is one of main skills of language system...
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...The Journey’s Reading Curriculum is a textbook reading program created by Houghton Mifflin for Kindergarten through Sixth grade students which offers adventure units, guided reading components, supplemental instruction lessons and various other interventions to provide reading support at all levels in order to ensure success for all students. The Journey’s reading curriculum is aligned with the new common core English Language Arts/Literacy standards and is built around a variety of activities and learning strategies that are research based and advocated by current educators throughout the United States. While looking through the curriculum and various reading passages I found the Journey’s curriculum to do a very nice job of providing opportunities...
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...ARTICLES Motivating and engaging students in reading Jenna Cambria John T. Guthrie LJjdvcrsLiv û", J ou can certainly ignore motivation if you choose. But if you do, you maybe neglecting the most important part of reading. There are two sides to reading. On one side are the skills which include phonemic awareness, phonics, word recognition, vocabulary, and simple comprehension. On the other side is the will to read. A good reader has both skill and will. In the "will" part, we are talking about motivation to read. This describes children's enjoyments, their wants, and their behaviors surrounding reading. A student with skill may be capable, but without will, she cannot become a reader. It is her will power that determines whether she reads widely and frequently and grows into a student who enjoys and benefits from literacy. So we think you should care about motivation because it is the other half of reading. Sadly, it is the neglected half. Y What is motivation? Many teachers think of a motivated reader as a student who is having fun while reading. This may be true, but there are many forms of motivation that might not be related to fun and excitement. What we mean by motivation are the values, beliefs, and behaviors surrounding reading for an individual. Some productive values and beliefs may lead to excitement, yet other values may lead to determined hard work. We talk about three powerful motivations that drive students' reading. They operate in school and out of school, and...
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...Extensive Reading: Why? and How? Timothy Bell timothy [at] hsc.kuniv.edu.kw Kuwait University ------------------------------------------------- Abstract An extensive reading program was established for elementary level language learners at the British Council Language Center in Sanaa, Yemen. Research evidence for the use of such programs in EFL/ESL contexts is presented, emphasizing the benefits of this type of input for students' English language learning and skills development. Practical advice is then offered to teachers worldwide on ways to encourage learners to engage in a focused and motivating reading program with the potential to lead students along a path to independence and resourcefulness in their reading and language learning. ------------------------------------------------- Introduction: The Reading Program An extensive reading program was established at the British Council Language Center in Sanaa, Yemen. An elementary level class of government employees (age range 17-42) was exposed to a regime of graded readers, which was integrated into normal classroom teaching. Students followed a class reader, had access to a class library of graded readers, and had classes in the British Council library, which gave them access to a collection of 2000 titles. Questionnaires were used to examine students' reading interests, habits and attitudes, both prior to, and following the program. The class library contained 141 titles in the published readers of some major publishers...
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...As a child one thing that is taught early is how to read. Reading becomes an import task for a young child because it is the key to success. Parents, Grandparents, Guardians, and teachers, and many more always try to push kids to read, because that way they will be a smarter person in the future. These adults usually start by introducing Curious George, Dr. Seuss, and maybe The Hunger Caterpillar, so on. These books are funny and easy to read, also, teach how to rhyme, use and even learn a little lesson. Children later on of course without possibility of stopping the process become young adults, oh those teenagers that think they understand everything in the world, and sometimes they do. High school becomes a time to teach and assign them...
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...Classrooms come in all shapes and sizes. There are things that have to be in a classroom and things that just make the classroom complete. Every classroom has to have a literacy rich environment; this is hard to show in a picture so I will attempt to explain how a classroom should look and the things that need to be in one. Pre-school rooms are much different from others so we will start with a pre-school room. Pre-school classrooms have to have different centers such as a library with many different kinds of books. This area should have child sized furniture and bean bags for the children to get comfortable and enjoy reading. There has to be a kitchen area and dramatic play area. Sometimes these areas are put together because they go together and the children can play “house”. In these areas there should be books about cooking, food, and the way different cultures dress. This can help the children to look at the pictures and copy them in their play. Another area is blocks with trucks and other building items. In this area there should be books about construction, building, transportation, and architecture. There should also be a computer area for the students to utilize with programs that are age appropriate, a lot of times the HATCH computers are in these rooms because they are loaded with many programs for this age group. Science and Discovery is another area where there should be items for measuring, animals, plants, and weather. The books in this area should reflect these areas...
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...reading and studying focusing on print and online materials ISBN 1-256-09222-3 Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. c h a p t e r 7 hanh never had trouble keeping up with her high school reading assignments, but after four weeks of college she is already snowed under. With midterms coming in two weeks, she stays awake at night thinking about how much she has to learn. It seems as if all the reading she has done this term—particularly what she has read on the computer—has gone in one side of her brain and out the other, so she feels she has to start at the beginning. She has the sense that the way she is reading may be a problem, but it worked for her in the past, so why change now? In this chapter . . . you explore answers to the following questions: HOW can SQ3R help you own what you read? p. 190 WHAT improves reading comprehension? p. 200 HOW do you customize a text with highlighting and notes? p. 205 HOW can you read online materials effectively? p. 208 ISBN 1-256-09222-3 © Shutterstock Keys to Effective Learning: Study Skills and Habits for Success, Sixth Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Habit for Success ask questions Questions are the backbone of learning. They help...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Many define reading as the mere examination of text. If I were to define “reading” as the sustained perusing of text that is usually, but not always, associated with the printed word, “the hours spent prowling the Internet are [indeed] the enemy of reading”. (RICH 2008) Opponents contend that spending time on the Internet improves literacy in terms of the ability to read and write. The material available online is diverse, presenting different points of views on a topic quite unlike most books. The Internet also encourages writing with websites urging users to share their opinions and comments. Thus, opponents assert that the time devoted to Internet surfing enhances literacy for we are able gather considerably more information and practice our skill of reading and writing. However, opponents seem to neglect the fact that “many youths spend most of their time on … activities that involve minimal reading at best.”(RICH 2008) Furthermore, they do not take into account the final and perhaps most important facet of “literacy”: the ability to think critically about the text. Most adopt “skim-reading”, a rapid scanning of text to pick out the main ideas, which weakens our capacity for the kind of deep reading required for critical thinking. The Internet may serve up more knowledge than a book can but as Sven Birkerts contends, “we know countless more “bits” of information… [but] we know them without a stable sense of context” (Birkerts 1994). With little time taken to chew on and...
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...example in the book talks about a group of high schools students, who struggle in reading, and how they read to elementary students in their neighborhood. At my school, I call this reading buddies. My fifth graders will pick any K-2 grade class to read to for the week. I allow all my kids to read anything that is on the grade level of the younger students. In the past, I would allow my students to just sit with any younger student. But after reading the chapter, I may start pairing students up in a different way. Our process is the same as the one in book, except my students talk about the book, they look at pictures, predict what will happen. After they read, my students will ask the younger students questions that we as a class have picked out. When we get back to the room, we discuss what happened as we read, do we need a different book next time, did the younger students like the book, what can we work on for next time we read. My students absolutely love to read to the younger students. It is something they look forward to each week. In the future, I would like to become National Board certified. This chapter gave me a little bit more insight into the process. I think it would be a great experience for myself. If anyone has done this or knows someone who has completed the process, I will gladly take your advice. Chapter 10 Last year, I felt like the only thing I taught was reading. When in reality, I also teach social studies and English. In the first of the...
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...Professor Lisa Edmunds EDU411 Reading & Cognition course How Children Learn To Read The success of a child’s educational future is dependent upon their ability to read, and without their ability to read, a person cannot enjoy all this world has to offer, such as reading about world history, reading a letter from a friend, or learning a new language. Reading unlocks doors that would otherwise be locked forever. In recent years, there has been a great deal of debates on the methods used to teach our children how to read; parents and teachers need to determine whether the whole language, phonics, or the combination of both methods is the most adequate approach for teaching children how to read. Thomas Hopkins Galluadet first developed the whole language method in the early 1800s. The method was originally developed for deaf mutes because they were completely unaware of phonetic sounds for letters. The whole language method teaches children how to read with complete words, rather than breaking them into parts or syllables. Children are repeatedly drill with simple words until they can recognize the by sight, and then they are introduce to more complicated words. The whole language approach is considered more creative and interesting for a child who is eager to learn. In a whole language learning environment the teacher would read aloud or tell stories more often than in a phonetic learning environment. Reading books aloud is consider a very...
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