The course is finally coming to an end and in retrospect I have to admit that this has been a rewarding experience for me. During the last couple of weeks, I have been exposed to a range of Web 2.0 tools that can make teaching much easier for me while at the same time capturing the interest of the students in my class as well as motivating them. The use of Wikis, blogs, digital photo stories and concept mapping software have proven to be functional in the classroom. Moreover, if these tools are used in the right manner, they will definitely enhance the literacy development of my students.
This experience has also proven to be quite challenging because of the difficulties I have encountered in accommodating the wealth of information that has been presented by the lecturer and tutors. Additionally, the allotted time for practise in the computer labs has been insufficient. I needed more time to practise these skills in order to fully understand, master and benefit from the sessions as well a s to fully comprehend their applicability in the classroom setting. I am not fully competent in the use of these technologies but I feel confident that given more time and further opportunities for practice, I will eventually master these skills and be able to really utilise them for the benefit of my students and myself.
Nonetheless, I am embracing this opportunity because it has allowed me to gain a new perspective on the use and integration of technology in reading instruction. I have also been able to change the perception that using the computer is a complex process which i can not do. If I want my students to use the technology, then, I must be comfortable and competent enough to offer them assistance ad guidance in the use of these tools to enhance the learning process for them.
Thursday, August 5, 2010
The Eight Principles of an Effective Reading Programme
In this new millennium, students will be faced with many challenges which require them to use reading and writing in different forms. Therefore, as educators, we are called upon to develop the literacy skills of students so that they can learn about the world and participate more fully in this technological society. This is indeed a challenging task, however, Tompkins (2004) has suggested the following principles on which to base an effective reading programme:
1. Teachers need to understand how students learn since this influences the instructional approaches that are used in the classroom. A good understanding of theories such as constructivism, interactive, sociolinguistic and reader response, helps to shape the kind of instruction that is best suited for the varying needs of the learners.
2. Students must be given opportunities to use the language cueing systems (phonological, syntactic, semantic, pragmatic) to facilitate communication.
3. Teachers must create a community of learners in which the students work collaboratively with the teachers for the common good of the community.
4. There must be a balanced approach to literacy instruction. Spiegel (1991) defines this as a decision making approach through which teachers make thoughtful and purposive decisions about how to help students become better readers and writers.
5. Teachers must scaffold or support children's writing and reading as they demonstrate, guide and teach. In addition they must look at the needs of the students and make adjustments in the amount of instructional support.
6. Teachers must use literacy skills and strategies to create opportunities for students' reading and writing. These instructional programmes can take the form of literature focus units, literature circles, workshops and basal reading programmes.
7. Teaching must follow the cycle where instruction in related or connected to instruction.
8. Teachers should try to update their knowledge of literacy instruction by actively participating in workshops, in-service programmes or subscribing for membership in professional organizations.
1. Teachers need to understand how students learn since this influences the instructional approaches that are used in the classroom. A good understanding of theories such as constructivism, interactive, sociolinguistic and reader response, helps to shape the kind of instruction that is best suited for the varying needs of the learners.
2. Students must be given opportunities to use the language cueing systems (phonological, syntactic, semantic, pragmatic) to facilitate communication.
3. Teachers must create a community of learners in which the students work collaboratively with the teachers for the common good of the community.
4. There must be a balanced approach to literacy instruction. Spiegel (1991) defines this as a decision making approach through which teachers make thoughtful and purposive decisions about how to help students become better readers and writers.
5. Teachers must scaffold or support children's writing and reading as they demonstrate, guide and teach. In addition they must look at the needs of the students and make adjustments in the amount of instructional support.
6. Teachers must use literacy skills and strategies to create opportunities for students' reading and writing. These instructional programmes can take the form of literature focus units, literature circles, workshops and basal reading programmes.
7. Teaching must follow the cycle where instruction in related or connected to instruction.
8. Teachers should try to update their knowledge of literacy instruction by actively participating in workshops, in-service programmes or subscribing for membership in professional organizations.
Should Fluency be Taught at Secondary Schools?
Are teachers of reading putting enough emphasis on reading fluency in classrooms? this is a pertinent question since it appears to me that in some classrooms in our country, it is a neglected reading goal. This aspect of reading is very important because it is directly related to comprehension. If children are not fluent in their reading then it affects their ability to understand the meaning of the author. McKenna and Stahl (2009) identifies three essential components of fluency. These are accuracy, automaticity and prosady. Accuracy deals with the child's reading rate and the number of errors that are made while reading. Once a child is making omissions, substitutions or insertions for words, then he will definitely misinterpret the meaning of the phrases and sentences in the reading passage. On the other hand, automaticity is the ability to read words without conscious effort as the reader engages in the reading process. Children may be able to read accurately, but, if they stumble with words, then comprehension will suffer. Prosady is the ability to read with some sort of inflection whereby appropriate emphasis is placed on expression, phrasing, smoothness and pace.
Most of the struggling readers in secondary schools are experiencing problems with fluency. However, there are some teachers who do not take the time to assess and diagnose these problems in an attempt to remediate them. There is the misconception that fluency should be dealt with at the primary school level, especially in the Infants and Lower Junior levels. Is research has shown that fluency affects reading comprehension, then it is incumbent on all teachers in the secondary schools to help their students to become fluent readers. Tompkin (2004), suggests that teachers employ instructional strategies such as echo reading, repeated reading, partnered reading, choral reading, readers' theater, oral recitation and paired reading to assist these students.
Most of the struggling readers in secondary schools are experiencing problems with fluency. However, there are some teachers who do not take the time to assess and diagnose these problems in an attempt to remediate them. There is the misconception that fluency should be dealt with at the primary school level, especially in the Infants and Lower Junior levels. Is research has shown that fluency affects reading comprehension, then it is incumbent on all teachers in the secondary schools to help their students to become fluent readers. Tompkin (2004), suggests that teachers employ instructional strategies such as echo reading, repeated reading, partnered reading, choral reading, readers' theater, oral recitation and paired reading to assist these students.
Wednesday, August 4, 2010
Motivating Struggling Readers - A Case Study
Have you ever encountered struggling readers who are demotivated with reading and writing exercises? Well, I am sure that you have! Presently, I am at my wits end trying to accomplish these tasks with the students of a rural secondary school. I would greatly appreciate it if you could ponder on the following scenario and offer suggestions to assist me in assisting these students.
In this school, the students are deficient in reading and writing skills primarily because they do not see the relevance of education in their daily lives.Most of the parents in this village work in the fishing industry and do not possess much academic qualifications. Additionally, students come to the school with the mind set that they do not need to work hard to achieve academic success simply because these qualifications are of no value to them in their future careers as fishermen. Furthermore, there are those who believe that they can plant a field of marijuana which would be more economically viable to them than any legitimate job or business.
At the primary school level, these students have often been left behind and enter secondary school operating considerately below their expected level of performance. This, in turn, creates problems for the English teachers who usually teach approximately thirty-five of such students in one class. Some of them have become so frustrated that they have given up and have resorted to traditional teaching methods that are ineffective because of the needs of these learners.
The problem is further compounded when these students are not taught basic literacy skills which were not previously developed at the primary level. Their performance in the content areas subjects, in particular, is poor. The end result is a school that is under performing with ninety percent of the student body experiencing challenges in their literacy development. As a potential reading specialist, what can you suggest to help these students?
In this school, the students are deficient in reading and writing skills primarily because they do not see the relevance of education in their daily lives.Most of the parents in this village work in the fishing industry and do not possess much academic qualifications. Additionally, students come to the school with the mind set that they do not need to work hard to achieve academic success simply because these qualifications are of no value to them in their future careers as fishermen. Furthermore, there are those who believe that they can plant a field of marijuana which would be more economically viable to them than any legitimate job or business.
At the primary school level, these students have often been left behind and enter secondary school operating considerately below their expected level of performance. This, in turn, creates problems for the English teachers who usually teach approximately thirty-five of such students in one class. Some of them have become so frustrated that they have given up and have resorted to traditional teaching methods that are ineffective because of the needs of these learners.
The problem is further compounded when these students are not taught basic literacy skills which were not previously developed at the primary level. Their performance in the content areas subjects, in particular, is poor. The end result is a school that is under performing with ninety percent of the student body experiencing challenges in their literacy development. As a potential reading specialist, what can you suggest to help these students?
Why Use E-Books in the Classroom?
In today's millineum classrooms, educators are placing much emphasis on the use of technology to enhance students' learning. After exposure to Web 2.0 technologies, I am convinced that e-books can be effectively used in classrooms to increase reading achievement. As a reading teacher, I hold fast to this belief since:
Many e-books are re-creations of popular children's illustrated books. Children can enjoy their favourite classics in electronic format and are highly enthused as a result of the multimedia enhancements which include the reading of whole stories, phrases or individual words. This feature is particularly important for children who are experiencing problems with word identification. Clearly the use of e-books enhances listening comprehension.
If a child encounters unfamiliar words in the story, then the animated features can be used to develop picture and contextual clues to assist the child in grasping the meaning of such words.
It allows the teacher to use less time and effort to plan instructional activities.
It a natural form of motivation that engages the attention of the reluctant reader.
It does not require extensive training and the development of highly specialized teaching skills and knowledge. Anybody can use this technology!
Many e-books are re-creations of popular children's illustrated books. Children can enjoy their favourite classics in electronic format and are highly enthused as a result of the multimedia enhancements which include the reading of whole stories, phrases or individual words. This feature is particularly important for children who are experiencing problems with word identification. Clearly the use of e-books enhances listening comprehension.
If a child encounters unfamiliar words in the story, then the animated features can be used to develop picture and contextual clues to assist the child in grasping the meaning of such words.
It allows the teacher to use less time and effort to plan instructional activities.
It a natural form of motivation that engages the attention of the reluctant reader.
It does not require extensive training and the development of highly specialized teaching skills and knowledge. Anybody can use this technology!
Using Wikis in the Classroom
One of the most critical reasons for using a Wiki is to enhance collaboration among students in the classroom. It is a valuable tool because students are able to work together on a writing project to share, revise and edit information. However, for this technology to be fully effective teachers need to carefully plan their activities in advance of the instruction. Schroeder (2008) has made the following suggestions to assist teachers in improving their students' involvement in activities that use Wikis. These include:
* Provide time and instructions on how to use the Wiki so that students feel comfortable and there is a greater desire to contribute in the class activity.
* Educate students on the conventions that are required when using the Wiki.
* Exercise patience and provide adequate technical assistance.
* Create a culture of trust so that students are comfortable using the technology.
* Provide clear and explicit expectations and instructions.
* Assign real activities that are meaningful to students.
* Establish a common goal which in turn facilitates greater participation among students.
* Define and identify the role of the students as well as the type of assessment that will be conducted.
* Remind students of deadlines and schedules.
* Demonstrate or model the kind of behaviour that is expected during a collaborative exercise.
* Provide time and instructions on how to use the Wiki so that students feel comfortable and there is a greater desire to contribute in the class activity.
* Educate students on the conventions that are required when using the Wiki.
* Exercise patience and provide adequate technical assistance.
* Create a culture of trust so that students are comfortable using the technology.
* Provide clear and explicit expectations and instructions.
* Assign real activities that are meaningful to students.
* Establish a common goal which in turn facilitates greater participation among students.
* Define and identify the role of the students as well as the type of assessment that will be conducted.
* Remind students of deadlines and schedules.
* Demonstrate or model the kind of behaviour that is expected during a collaborative exercise.
Tuesday, August 3, 2010
Comprehension and Concept Mapping
Many students experience reading difficulties due to deficiencies in vocabulary and comprehension. This is evident in some school where children are unable to use strategies to decode high frequency words that appear in content area texts. One way in which these students may be assisted is to find ways of connecting the reading to students' individual experiences via concept mapping. Extensive research has been conducted in the field of learning styles and students' cognition which articles that they are more likely to learn when information is presented visually. The use of graphic organizers such as Venn diagrams, webs, clusters and concept maps help students to read or comprehend complex information, generate ideas, structure thoughts and prioritize information.
The development of concept mapping software has been a crucial advancement in education. Programmes such as Inspiration and Kidspiration are user friendly and can be used by students of varying ages. The users of these tools are able to integrate images, link and use other forms of media to clarify a wealth of knowledge with which students interface while reading. These technologies can be used to enhance story maps, story pyramids, and to distinguish the main features of text structures such as descriptive, cause and effect, problem solving and temporal sequencing. The learning needs and motivation of the twenty-first century learners makes it imperative that teachers use this tool to enhance learning.
The development of concept mapping software has been a crucial advancement in education. Programmes such as Inspiration and Kidspiration are user friendly and can be used by students of varying ages. The users of these tools are able to integrate images, link and use other forms of media to clarify a wealth of knowledge with which students interface while reading. These technologies can be used to enhance story maps, story pyramids, and to distinguish the main features of text structures such as descriptive, cause and effect, problem solving and temporal sequencing. The learning needs and motivation of the twenty-first century learners makes it imperative that teachers use this tool to enhance learning.
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