Guided Reading Reality Summary

Guided Reading is a component of a balanced literacy program providing differentiated, small group reading instruction to four to six students with

Furthermore, she mentions about reading for a purpose. Lastly, one of the major components in the article is for students to read with a magnifying glass and question themselves as they read, as a way to extend not only their comprehension of the text but also to become more independent readers.

Bartholomae, David, and Tony Petrosky. Ways of Reading: An Anthology for Writers. 9th ed. Boston, MA: Bedford/St. Martins, 2011. Print.

One of the benchmarks of a good reader is fluency. LaBerg and Samuels, 1976 define fluency as the process of automatically, accurately and rapidly recognizing words. It is my desire as a teacher to produce excellent readers. The sad reality for me is that, not all students can achieve this. As a teacher I see my task as one in which I must equip my pupils with the

Richard Rodriguez, in the passage “Remedial Reading” from his autobiography “Hunger of Memory”(1982), promotes active reading as a developer of one’s mind. He justifies his position by describing his initial experiences with reading, specifically his attachment to the reading. Rodriguez’s anecdote functions as an encourager of stubborn minds trying to read and displaying its potential to change their life for the better. Rodriguez uses a very descriptive style that may be too verbose for children but compliments the verbosity with enough explanation of his purpose for his message to be known or ascertained.

Introduction: Ways of Reading can be difficult to understand at times, but if you break it down it becomes easier to understand. Some of the quotes written by David Bartholomae and Anthony Petrosky can be used to look at the greater picture and do not just apply to reading and writing. Three quotes really stuck out to me while I was reading the introduction of this book. It was not just because they were great advice on reading and writing, but because they can also be applied to everyday life or certain situations in life. There are lessons to be learned in this introduction such as challenging others and students, understanding that there are different interpretations of things, and finding the meaning as you go along.

As I arrange this reflective analysis paper on topics that relate to a foundational course and specifically searching for the modules that have given me the most information, taught me something new or expanded my knowledge on a specific topic of reading, I have come to realize how far I have come since I began this adventure. I began these courses after graduating from Marshall with my bachelors. I chose this path because of my love for reading and teaching reading. I have come to realize that these courses have enabled me to become a more effective reading teacher and I now have been given the skills, strategies and techniques that I needed to teach a child to read. I know that I will always need to keep up with classes and new techniques, but feel that I am much more capable of teaching reading than before I started these courses. The course 653 Literacy Acquisition helped me to improve and further develop my educational philosophies and beliefs. So, I chose to speak about the first lesson that was expected of me in this class, Module 1 Literacy Theories, Beliefs and Practices.

I also provide articles and other reading material related to his studies. This is intended to provide knowledge about something that will be learned later. And according to McKenna& Stahl (2003), reading component are very importance part that are frequently assessed as part of reading instruction for placement, diagnosis, monitoring and outcome evaluation. Therefore, I will always provide reading materials in accordance with the learning session, is to ensure a more comprehensive understanding of a topic that is being taught. It is also to develop creative thinking among students, assist in the freedom to communicate ideas. the importance of supporting learners beyond being aware of their own thinking to allowing them to take greater responsibility for it, through their own target setting to enable them to manage their ‘progressive pathway towards procedural autonomy’ (Kimbell and Stables 2008: 224).

Green, B., & Norton, S. (2011). Reading. In. W, Anne & M. Laura ( Eds.), Essay

There are several ways to obtain a better understanding of the reading-writing connection. In order to assist with the concept and critical thinking, a person should engage in active reading. By doing so, the reader would highlight or mark text that concisely provides information that answers the reader’s questions (Bethel University, 2010). Moreover,

Rasinski explained his findings in lame mans terms by saying “repeated practice in reading, better known as repeated readings or rehearsal, improves automaticity, prosody, and comprehension. This practice has terrific potential for improving students' proficiency in reading (Fluency First).” Rasinski sees fluency as the key unlocking untold reading skills, however the difficult part is putting his theoretical teaching methods into actions. Rasinski’s theory breaks down into six key teaching aspects. The first key to teaching his fluency concept is Modeling fluent reading for students, reading passages smoothly and elaborately (Fluency First). Second, is Directing instruction and feedback in fluency, the key is not allowing children to practice bad habits that become hard to break (Fluency First). Third, Providing support for the reader, not allowing children to get to the frustration point. Fourth, Repeating readings of one text and fifth, cueing phrase boundaries in texts (Fluency First). The sixth is the largest challenge engaging, students in readings and performance to promote students’ word recognition and comprehension. These six keys are hoe Rasinski’s puts his fluency theory into the classroom.

With the love of reading always being hard to grasp I require a strategic process of my approach, process and participation in reading. Through my avatar you were able to catch a small glimpse of what I might do to begin this process, I chose three very important steps to display in my avatar which helps me read without the will to do so. First, displayed is research and notes on the reading. Second, is taking a break from the research to gather my thoughts, and ideas. Concluding, the avatar shows that I correct any notes on the writing. These three steps might seem simple, but it’s these tedious tendencies that make me the reader I am today.

The reading to approach is important for students in year 7 & 8 as it has many benefits for developing students literacy and problem solving skills. The reading to approach allows students to have a literacy experience if they do not individually read much or had limited experiences with reading in the past (Lane & Wright). This is important as it teaches students the reading procedure if they have not had reading experiences before. Another benefit is that it teaches students of this year level that different authors have different styles, therefore can depict a similar theme in different ways (Mooney, 1994). Students are able to discuss the themes and ideas through this approach. This allows them to hear others ideas, and understand their

Early years are the emphasis for the prevention of reading complications and research ‘conducted over the past two decades has produced wide-ranging results signifying that children who get off to a poor start in reading seldom catch up. A specific research based approach used in helping struggling readers is that of guided reading. Iaquinta (2006), stated that guided reading, is an important

Medical Model of Literacy Assessment: first the problem has to be “diagnosed” and once it is identified, we can come up with a way of “curing” the problem. This is Remediation and is no longer the way we look at reading instruction for struggling readers.