The Language And Balanced Literacy

Summary of chapters: Tompkins, E Gail. (2014). Literacy for the 21st Century A Balanced Approach

During the next two decades, the focus of reading instruction shifted away from phonics based basal reading programs. Instead, research suggested teaching children how to think and

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

In every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need

In order to narrow the achievement gap there is a big focus of phonics knowledge and learning that reading should be a pleasurable thing to do and not a punishment. Too many pupils

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

Phonics advocates have been arguing that in order for children to learn to read, they need to have an explicit instruction in the rules of printed text in order to read properly. The phonics approach has been described as “bottom up” as it teaches the children to decode text and then the meaning and understanding will follow while the whole word approach is described as “top down,” as the children depend on the pictures within the book, form hypothesis and make predictions of the words with the text of the book being read (Wren, 2003).

While I’m in class, I will make sure that I listen to what my instructors are saying and how they say to do something. It is also very important to take notes on what is being taught in the class, and whatever your teacher may right on the broad. In order to receive a passing grade and really pass the class I will have to complete all of my homework.

As the standards of education change a consistent factor remains the focus on reading. Early childhood educators must provide an atmosphere that is both developmentally stimulating to the student while also meeting the standards of education. The methods used to help recognize phonics and begin the transition into emergent readers vary from student to student. Without the foundation of phonics research shows that a child will not learn to read. All children must know the alphabet in order to communicate effectively. Phonics cannot be drilled into the child. This will only produce memorization. Instead, educators must understand a child’s individual needs as well as balance. There is no true need to teach phonics as a separate subject. Most children will develop a sense of curiosity from their own knowledge, ideas, and interest. There will of course be a select few that may benefit from a more formal instruction. When children

Therefore, I was satisfied in 1997 when Congress subsidized the National Reading Panel (NRP) to assess research about instructing youngsters to read. In spite of the fact that there was at first a decent arrangement of debate about the discoveries of the report, all U.S. grade teachers were soon exceptionally mindful of the five "key components" of reading direction (phonemic mindfulness, phonics, familiarity, vocabulary, and appreciation). Educators of English language learners (ELLs), notwithstanding, were left to think about whether and how the discoveries of the NRP connected to their students. How would you show reading cognizance in English when they don 't yet fathom the English language? In 2002, the U.S. Branch of Education supported the National Literacy Panel on Language Minority and Youth to study, select, and orchestrate research on showing language-minority students to read and compose. What amount of assistance will this report accommodate educators of ELLs? We already knew this (see, for instance, Collier & Thomas, 1997), and it doesn 't help instructors working in circumstances where literacy guideline in the local language is unrealistic. Notwithstanding, this finding is in view of just 14 studies that took a gander at the direction of the fundamental components of reading with ELLs. In light of the little number of studies, this suggestion is in view of the way that there is nothing in these 14 studies that negates the discoveries of the various

The US has a major discussion on how literacy should be taught. There are two main ways to teach literacy; one way is called the "whole language" and the other way is a pure "phonics" approach. The "Whole Language Approach" (WLA) mainly combines meaning with learning to read It is founded on the belief that gaining reading skills flows from reading interesting, exciting, and well-written stories and books (picture on the top left). Secondly, the pure "phonics" approach examines the parts of words in order to "sound out" or decode new words (picture on the top right).

The article I chose to read was "Teaching Reading: Whole Language vs. Phonics." This article explains a small amount of information about each technique and which technique is better. I agree with the article that every child is different and using phonics will be beneficial for some, but not others and vice versa. There seems to be little research on the effectiveness of the whole language method, but a good amount of research on the effectiveness of phonics. The article talks about how some educators have agreed that using both methods can be beneficial. I agree with this because it allows those who struggle with one method over the other to effectively learn in a classroom setting. I learned to read by learning phonics and I remember how

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

There is a battle going on elementary schools across the Globe. This battle is not a malicious battle fought with armies and weapons of mass destruction, but rather a tactical battle where the two opponents are known to us by the simple phrases, phonics and whole language. These two opponents use very different styles, but those who use a certain style swear by it almost religiously. Seriously, though, one might be asking the question which is the best method for teachings young students how to read? Honestly, there is not a simple answer; education specialists have been arguing over the issue of phonics vs whole language for years and a definite answer still has yet to be