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.
Parental Involvement In Home-Work
Are students in your doing the home-work that is assigned to them? Are parents actively involved in assisting their children with home-work? These two questions are very important since the answers to them can have quite an impact on students' performance and motivation in the classroom.In my experience as an educator I have found that most students in my school do not attempt the home-work and in many cases they are reluctant to ask their parents for help.The majority of these students are performing poorly because they have little or no support at home. This is reflected in low self-esteem, lack of motivation, high levels of indiscipline and a general defeatist approach to the work process at school.
Research has shown that parents can become involved in their children's education through homework (Hoover-Demsey, Walker, & Sandler, 2001). These researchers have suggested the following ways to facilitate this involvement:
- Communicate with your child's teacher regularly about performance and progress.
- Schedule regular times for assignments and structure it within the flow of family life.
- Monitoring of assignments.
- Give rewards for efforts, completion and corrections where necessary.
- Actively help students in the process of completing assignments.
- Assist students in the interpretation of assignments.
Are students in your doing the home-work that is assigned to them? Are parents actively involved in assisting their children with home-work? These two questions are very important since the answers to them can have quite an impact on students' performance and motivation in the classroom.In my experience as an educator I have found that most students in my school do not attempt the home-work and in many cases they are reluctant to ask their parents for help.The majority of these students are performing poorly because they have little or no support at home. This is reflected in low self-esteem, lack of motivation, high levels of indiscipline and a general defeatist approach to the work process at school.
Research has shown that parents can become involved in their children's education through homework (Hoover-Demsey, Walker, & Sandler, 2001). These researchers have suggested the following ways to facilitate this involvement:
- Communicate with your child's teacher regularly about performance and progress.
- Schedule regular times for assignments and structure it within the flow of family life.
- Monitoring of assignments.
- Give rewards for efforts, completion and corrections where necessary.
- Actively help students in the process of completing assignments.
- Assist students in the interpretation of assignments.
Monday, August 2, 2010
Can Digital Photo Stories Enhance Reading and Writing?
Reading and writing have always posed a challenge for some learners. In any classroom there are differences in the way students learn or accommodate information. An effective teacher is always cognizant of this fact so that instructions cater for the diverse learning styles and needs of students. Such teachers constantly seek ways to assist their charges in developing these essential skills. Can the use of digital photo stories assist with the process? Well, digital photo stories can appeal to the auditory and the visual learners. They also present the advantage of exposure to an advanced technological process, particularly if they are allowed to produce their own stories. Imagine the quantum excitement and motivation that these students will experience!
Students will also be able to transfer this knowledge and skills to their composition of stories and will focus their attention on word usage and vocabulary to evoke the emotion that they want to portray in their stories. They will have to apply their knowledge of mood, tone, setting, characterization and plot to choose the most appropriate pictures to relay the story. Additionally, this type of media allows them to see connections between what they are learning and its applicability to the real world. So in response to the question posed previously, my answer is a resounding "YES!"
Students will also be able to transfer this knowledge and skills to their composition of stories and will focus their attention on word usage and vocabulary to evoke the emotion that they want to portray in their stories. They will have to apply their knowledge of mood, tone, setting, characterization and plot to choose the most appropriate pictures to relay the story. Additionally, this type of media allows them to see connections between what they are learning and its applicability to the real world. So in response to the question posed previously, my answer is a resounding "YES!"
The Importance of Website Evaluation
This semester, as part of the requirements for my Masters in Reading degree, I have been exposed to the course entitled "Information and Communications Technology for Reading", which has proven to be very interesting and enlightening while also proving to be quite challenging to me. It has certainly broadened my perspective on the use of technology in the teaching/learning process whilst simultaneously revealing forms of media that I would not have known even existed if I were not taking the course. Over the past few years, there have been numerous technological advances in the area of media, so, it would be remiss of me not to educate myself about them. I an now faced with the challenge of incorporating these technologies into the instructional process so as to capture and maintain the interest and motivation levels of my students. It is imperative that I keep in sync with their learning interests if i want to maximize my instruction sessions. the knowledge that I have gained has left an indelible impression in my mind.
Every academic year I have to evaluate my students via a project. I have always dreaded this since I have always encountered problems with the students being able to access information. Fortunately, the Ministry of Education has seen it essential to equip schools with computer labs which have Internet access. This has brought great relief since my students are now able to access information and has also leveled the field in that all of my students now have access to the same information. However, I now realize that I have to exercise extreme caution with the websites to which I expose my students since some may not be appropriate or reliable. Being able to evaluate websites have empowered me and made me able to impart this knowledge to my charges so that they can become responsible independent learners.
Every academic year I have to evaluate my students via a project. I have always dreaded this since I have always encountered problems with the students being able to access information. Fortunately, the Ministry of Education has seen it essential to equip schools with computer labs which have Internet access. This has brought great relief since my students are now able to access information and has also leveled the field in that all of my students now have access to the same information. However, I now realize that I have to exercise extreme caution with the websites to which I expose my students since some may not be appropriate or reliable. Being able to evaluate websites have empowered me and made me able to impart this knowledge to my charges so that they can become responsible independent learners.
Technology Integration and Reading Instruction
Technology is all around us and the onus is on individuals to embrace opportunities to use it in order to function in the twenty-first century. The student in today's classroom shows little or no interest if lessons are facilitated through the medium of "chalk and talk". In order to capture the interests of students, teachers need to use stimulating, engaging resources which excite and motivate their charges. Research has shown that the incorporation of technology into the classroom has the potential to accomplish this. Unfortunately, there are several teachers who are reluctant to try this novel approach for various reasons.
I am not in a position to speak for all teachers, but, I honestly believe that there are many stumbling blocks that deter educators from pursuing this course of action. Some of the reasons include a lack of technological resources at their schools; a lack of training and knowledge in how to use and utilize these resources within the classroom; the teachers' perception or mind set about technology; and the physical layout and space of the classroom. Nevertheless, these pitfalls can be easily overcome with time and practice. Our students deserve the best instruction that is possible in order to enrich their learning and encourage them to achieve self-actualization. If this entails the use of technology integration in the curriculum, then we have no other choice but to accept and utilize it in our teaching. Our students are going to benefit tremendously from these efforts, so, isn't it worth our time and effort?
I am not in a position to speak for all teachers, but, I honestly believe that there are many stumbling blocks that deter educators from pursuing this course of action. Some of the reasons include a lack of technological resources at their schools; a lack of training and knowledge in how to use and utilize these resources within the classroom; the teachers' perception or mind set about technology; and the physical layout and space of the classroom. Nevertheless, these pitfalls can be easily overcome with time and practice. Our students deserve the best instruction that is possible in order to enrich their learning and encourage them to achieve self-actualization. If this entails the use of technology integration in the curriculum, then we have no other choice but to accept and utilize it in our teaching. Our students are going to benefit tremendously from these efforts, so, isn't it worth our time and effort?
Monday, June 21, 2010
Why I Chose to Become a Reading Specialist
The drive which has motivated me to train as a Reading Specialist chiefly lies within my working environment. Daily I am faced with students who are struggling with their academic performance, lack the required levels of intrinsic motivation to succeed and are disengaged from their academic pursuits. In the institution where I currently teach, approximately 80% of the student population is deficient in the areas of reading and writing. Most of these students are unable to activate vocabulary knowledge; decode unfamiliar words; use comprehension strategies and read fluently to extract meaning from reading materials. Moreover, these struggling readers also experience a persistent sense of failure in the different content area subjects. It is apparent to me that this high failure rate is due to the high levels of illiteracy among the students of my school. When I consider the needs of the learners in a typical 21st century classroom, I realise that these pupils are ill-equipped to deal with the present far less for the future. This situation is further compounded by the high levels of poverty in their community. In considering all of these factors, I felt moved to render any assistance that I could afford to them. Therefore, when the opportunity presented itself for me to be trained as a reading specialist, I immediately seized it since I realised that this would be the most effective way to assist these students.
According to the International Reading Association, reading skills and strategies are essential in order to function productively in society. I believe that students need to be literate in order to cope the flood of information that surrounds them and permeates their daily existence. These students need to be taught the value of being able to read in order to function efficiently and effectively in their adult lives. I strongly believe that functional literacy is not sufficient. Students must be able to extract meaning at higher levels of comprehension. In other words they need to be able to read not only what is stated but what is unstated as well, " reading between the lines", since this is a skill that is often required in real life. It is my aim, upon completion of this course of study, to be able to teach the students of my school how to acquire such skills. I know that the training that I will receive will enable me to fulfil this desire.
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