Fluency, Vocabulary, Comprehension Focus Area

Fluency, Vocabulary, Comprehension Focus Area
Fluency, Vocabulary, Comprehension Focus Area Hugh Mackay States that "Obviously, every child
should be given the best possible opportunity to acquire literacy skills." This quote by Hugh Mackay
pretty much states what this paper is about. It will elaborate why fluency, vocabulary, and
comprehension are important to all learners at all levels. As well as providing assessments in the
areas of fluency, vocabulary, and comprehension, which can be used to assess where learners are so
that we can provide them with the interventions needed to become successful readers and learners
for a lifetime of learning. Why is Fluency so important? Fluency is important because a student who
can read with ease rather than hesitation can learn and comprehend what their reading rather than
trying to concentrate on sounding out words and not comprehending anything. Fluency is several
things put together that make a reader successful. Those aspects that make readers successful are
automaticity, reading rate, prosody, phrasing, and comprehension. Wendy Ward states "The ultimate
goal of fluency is to read silently and concentrate on comprehension rather than decoding
individually words." There are four steps for promoting fluency in the classroom, which are
motivation, practice, modeling, and help. In motivation the teacher provides many situations for the
students to listen to stories being read aloud in the classroom. The teacher will also give them an
opportunity to read to others such as
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Louisa C. Moats Teaching Reading Is Rocket Science
Teaching Reading Is Rocket Science
What Expert Teachers of Reading Should Know and Be Able To Do
The most fundamental responsibility of schools is teaching students to read.
Teaching Reading Is Rocket Science
What Expert Teachers of Reading Should Know and Be Able To Do
June 1999
Author note: This paper was prepared for the American Federation of Teachers by Louisa C.
Moats, project director, Washington D.C. site of the National Institute of Child Health and Human
Development (NICHD) Early Interventions Project, and clinical associate professor of pediatrics,
University of Texas, Houston, Health Sciences Center. Her work is supported in part by grant
HD30995, "Early Interventions for Children with Reading Problems," ... Show more content on
Helpwriting.net ...
TEACHING READING IS ROCKET SCIENCE / 5
To understand printed language well enough to teach it explicitly requires disciplined study of its
systems and forms, both spoken and written.
Executive Summary
T
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:
s About 20 percent of elementary students nationwide have significant problems learning to read. At
least 20 percent of elementary students do not read fluently enough to enjoy or engage in

independent reading. The rate of reading failure for AfricanAmerican, Hispanic, limited–English
speakers and poor children ranges from 60 percent to 70 percent. One–third of poor readers
nationwide are from college–educated families. Twenty–five percent of adults in this country lack
the basic literacy skills required in a typical job.
s
s
ameliorated by literacy instruction that includes a range of research–based components and

Use Of Cognition Through Intentional Thinking Essay
Reading Comprehension
Dornan, Rosen and Wilson (1997) as cited in UWI (2016) defines reading as "the interplay between
a reader's mind and the printed text, assuming more active participation by the reader in making
sense of the text (p. 69). Additionally, Tompkins (2010) notes that, "reading is a process in which
readers comprehend and construct meaning (p. 46). Conversely, comprehension, is understanding
what is read by the use of cognition through intentional thinking (UWI, 2016). For reading
comprehension to develop, there are many strategies one should be knowledgeable of, they are;
phonics, phonemic awareness, sight and meaning vocabulary, activate background knowledge,
evaluating, monitoring, predicting, questioning, text structure, summarizing and visualizing. Hence
the following strategies will be employed by West Gate Hills School grade one teachers. Phonics is
the ability to identify that there is a relationship between the individual sounds (phonemes) of
spoken language and the letters (graphemes) of the written language (UWI, 2016, p. 35). On the
contrary, Tompkins (2010) defines phonics as "the set of relationships between phonology (the
sounds in speech) and orthography (the spelling patterns of written language)" (p. 156). Knowledge
in phonics helps students decode words during reading, developing reading comprehension.
Nevertheless, phonemic awareness is the knowledge that words are made up of a grouping of
individual sounds and also includes the

Does the Use of Sound Cloud App Encourage Students to Read...
Introduction Does the use of the Sound Cloud application, encourage students to read aloud?
Literacy is fundamental for student's education in school. Reading has part of education for many
centuries and teachers need to remind students how much reading helps them increase their
language skills which they will use in school and throughout their lives. Reading aloud can improve
reading fluency, increase vocabulary, and foster comprehension skills. If certain students read aloud
in the classroom, teachers in most cases don't look for alternatives to encourage the rest. Some
teachers don't model reading aloud to students, even though it can be a factor in promoting and
increasing the motivation of students in fostering their reading skills. The main goal for teachers
should be to create independent readers; students that can be autodidact throughout their lives.
Nowadays, students tend to have difficulties reading aloud in the classroom and keeping up with
reading lectures from the textbook. This lack of interest can be attributed to the technological era, in
which students live today. One of the difficulties that educators have nowadays is that with the fast
growing of technology, it is complicated to keep students engage in reading. Although, technology is
pulling students away from traditional read aloud lectures, it can be a useful tool to engage students
to read aloud. Therefore, the main goal of this research is to prove, the "sound cloud" application
can encourage

Spelling Assessment and Rti Essay examples
Spelling Assessment and RTI Tawana Hosey Walden University Literacy Development in an
Academically Diverse Classroom (EDUC–6709–2) Lisa Cline July 1, 2012 Spelling Assessment and
RTI Accurate, automatic recognition of printed words drives the reading process (Morris, 2008).
Spelling assessments play a vital role in this process and enhances the development of reading.
These assessments also serve as an important tool when assessing the reading ability of students.
When attempting to recognize any challenges students may face, spelling assessments are very
useful. Dr. Bear goes into detail about spelling assessments and how they provide valuable insights
about the reading development of students and goes into detail about ... Show more content on
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They take the assessment three times within a school year to track their progress. The data is kept in
students' data folders so when I have data chats with them they are able to see what improvements
are needed or what improvements have been made. Data is also kept in the classroom so students
will see their progress as a whole. Reading coaches assist in determining if students have made
enough growth along with the results from other assessments to be placed in a regular language arts
class or if the student should remain in a reading program with after school tutoring or pull outs with
an interventionist. RTI is definitely a need when working with students that struggle. Mesmer and
Mesmer (2008) state that RTI is a process that incorporates both assessment and intervention so that
immediate benefits come to the student. References Morris, D. (2008). Diagnosis and correction of
reading problems. New York, NY: Guilord Press. Mesmer, E.M., & Mesmer, H.A.E. (2008).
Response to intervention (RTI): What teachers of reading need to know. Reading Teacher, 62(4),
280–290. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.).
Boston, MA: Allyn & Bacon. Walden University M.S. in Education Program Formative
Evaluative Criteria for Applications and Reflective Essays Quality of Work SubmittedWork reflects
graduate–level critical, analytical thinking. | A: Exemplary WorkA = 4.00; A– = 3.75All of

Personal Statement : Elementary School Teachers
Elementary school teachers are constantly looking for a way to do things better. How can I engage
my students in my instruction? How can I make their learning purposeful to their lives? How can I
be more efficient in my planning and effective in my teaching? The Daily 5, a reading instruction
program created by Gail Boushey and Joan Moser, claims to be the answers to these questions.
Boushey and Moser (2012) created the program after teaching and observing others' literacy blocks.
The program is said to "engage students, [and] also teach and promote self–independence on tasks"
so that the classroom teacher can attend to individual students' needs (LaShomb, 2011, p. 1).
Boushey and Moser (2006) claim that not only does the program allow students to become self–
sufficient learners, but it also engages them in meaningful literature daily.
Reviewers of the Daily 5, Turner, Hoeltzel, and Li (2010), outlined the principles of the program:
students independently select "good fit" books, instruction is taught in flexible small–groups
determined by students' reading goals, instruction is based on authentic assessments, and teachers
utilize whole–group, small–group, and one–to–one instruction to maximize learning. In addition to
effectively teaching literacy, benefits of the program include creating independence and ownership
in students, decreasing problem behaviors, and eliminating extra work for teachers and busy work
for students (LaShomb, 2011).
The problem teachers face

How Did I Learn About Read?
How did I learn to read?
How many of you had the opportunity to look up to your parents for them to help you read or write?
Did your parents read a book to you before bed every night? Studies say that children who get read
to before bed have a better chance at becoming a better reader. Only one in three parents of children
ages eight and under reads stories to their kids each night, according to a new survey by the literacy
organization Reading is Fundamental (RIF) and Macy's. Having the parent(s) by your side is an
amazing feeling to have whether you think it is or not. Growing up with a complicated life like mine
would take anything to have just one parent by your side helping you learn to read or write.
In my life while growing up, I never had the parents that read a book to me before bed. Was it my
choice? No. If I got to choose if I wanted a book read to me before bed, I would have said yes.
Getting that bonding experience with a parent does grow into an incredible relationship with a
parent. There are many things you can do with your child to have a strong relationship with but
getting read to before bed is important. Why do I bring this topic up? I bring it up because I feel like
if I had the parents there to read me books before bed or simply look at books with me, I would be
an enhanced reader and have a better connection with my parents. For people who might think that
their relationship with their parents isn't that great, take a step back and open your

Test Names : Fry Sight Word Inventory
Test Names: Fry Sight–Word Inventory
Examiner: Amanda Stempihar
Date: March 5th, 2015
Text Number: 5.1
I. Assessment Description:
The Fry Sight–Word Inventory is an informal, criterion–referenced screener which measures high–
frequency word achievement. Fry 's Instant Words have been determined as the most common words
used in English ranked in order of frequency. Specifically, Fry found that twenty–five words make
up approximately a third of all items published, one–hundred words comprise almost half of all of
the words found in publications, and three–hundred words make up approximately sixty–five
percent of all written material. The first three–hundred words on Fry's list should be mastered by the
end of corresponding grade levels, and lists four through ten should be mastered between fourth and
fifth grades. Each hundred words are broken down even further into twenty–five words per list,
according to difficulty and frequency, and should be assessed sequentially. The goal of progress
monitoring high–frequency word mastery is to increase fluency on high–frequency words in order to
further automaticity within our students' reading, which ultimately impacts overall comprehension.
The inventory should be individually administered to students in order to accurately observe student
automaticity with the high–frequency word recognition. Elementary students are frequently given
this test in order to progress monitor high–frequency word mastery and general factors of fluency.

Ethos Pathos And Logos On Decoding
Moats passage presented the reader with an interesting statement about decoding and its purpose.
Decoding can refer to a conversion, analyzing, or interpreting. Moats focuses on the importance of a
child's ability to decode. It is stated that to further become an effective reader, understand the
significance of words, appreciate reading, and be more likely to then expand one's knowledge from
reading one must practice decoding. Four key points that Moats demonstrates to be important are the
alignment of decoding instruction with the stages of reading development, alignment of decoding
instruction with the structure of the English language, teaching the code the way children learn it
most easily and the current trend. Moats mentions that many students have been ... Show more
content on Helpwriting.net ...
This segment of the passage states that if the phonetic elements are taught explicitly and
systematically it can ultimately ensure the success of most children. The systematic way of teaching
phonetics is taught in logical order from simple to complex structures. The concepts are taught one
at a time first sound, then spelling and so forth. Then decoding comes in the early texts which
include a high percentage of words with the phonic associations already taught and a few high
frequency sight words that make the sentence less stilted. The reading they do must be balanced
with oral reading and quality literature and not only decodable texts because children also want to be
self–reliant readers. The years of exposure to different reading materials should take lace during pre
school. Teachers should also teach pattern recognition, not rule memorization this facilitates
learning and can help students read more fluently, not to recite. During this time structures can be
discovered and generalized to new words and as students write new words after reading them it
helps reinforce the pattern

Phonological Dyslexia Vs. Orthographic (Surface)
Introduction:
Dyslexia is a neurological condition that affects ≈15% of the world's population (Ramus et. al,
2013). It is defined as a difficulty in learning to read or interpret words, letters, and other symbols
(Pauc, 2015). This disability is associated with struggles in reading–related tasks such as word
identification and spelling in spite of normal intelligence, adequate education and motivation to read
proficiently (Ma et.al, 2014). People with dyslexia possess difficulties in taking notes, writing
essays, finishing letters or reports, and showing their level of understanding in exams. The right
hemisphere is impaired in a dyslexic's brain, which is responsible for speech and reading, and
because of this, they have to rely on the left ... Show more content on Helpwriting.net ...
al, 2016). ICT provide safe and controlled environments, motivation, high level of interactivity,
immediate feedback, and contribute to the improvement of visual processing skills and short–term
memory or working memory inadequacies (Kalyvioti et. al, 2012). They also help develop
interactive experiences and optimistic learning surroundings, that can motivate and help children,
thus helping them address their disability early on and possibly mitigate its various negative effects
(Skiada et.al, 2014). The use of ICT offer support in several fields concerning learning difficulties
(Kalyvioti et. al, 2016). Digital technologies can be used in order to train, assist and even enable the
learning process (Skiada et.al, 2014). Specifically designed applications can stimulate students
interest, but may also help students with disabilities fit into and progress within mainstream school
environments (Skiada et.al, 2014). One of the main groups of people with special educational needs,
such as dyslexia, could potentially gain many benefits from ICT (Skiada et.al, 2014). As an ICT, this
Chrome Extension has the ability to be able to motivate and help children learn and improve their
comprehension of the English

Ideal Reading Program For Fifth Grade
Ideal Reading Program for Fifth Grade
Devon Alder
Liberty University
How should a flourishing reading program for fifth grade appear? "There's no one best way to teach
reading; instead, [educators must] create a balanced literacy program" to meet every student's needs
(Tompkins, 2014, p.327). It is essential that all literacy programs feature instruction in phonemic
awareness, phonics, fluency, vocabulary, and comprehension so that students can become capable
readers and writers.
Phonemic Awareness Phonemic awareness is "the ability to hear, identify, and manipulate individual
sounds–phonemes–in spoken words," which can be a complex process for some (Armbruster, 2009
p.10). To exemplify, in the word "mat" an individual ... Show more content on Helpwriting.net ...
By learning alliteration, the students could create poems and tongue twisters that begin with the
same initial sound. Identification and the manipulation of phonemes must be done successfully so
that their poems and tongue twister are accurate. I could model an example of alliteration by saying:
Ms. Alder ate Aunt Annie's apples. In rhyming, the students could hear that certain words have the
same ending sound. I could model this too by saying: Ba baa black sheep, have you any wool? Yes
sir, yes sir, three bags full. A clear understanding of alliteration and rhyming can also be taught
through the use of read aloud texts. If I taught younger students, I could create activities that
required them to substitute and or blend sounds. For example, I could say the word "mat" and ask
the students to substitute /m/ for /b/. They would then form the new word "bat". As for blends, I
could have the students sound out specific phonemes such as /s/ /a/ /t/ to create words such as "sat".
Phonics
Phonics "is the set of relationships between phonology (the sounds in speech) and orthography (the
spelling pattern of written language" (Tompkins, 2014, p.152). This is the ability to know that each
alphabet letter has a sound that correlates with it. Although phonics and phonemics awareness differ,
phonics "puts the intervention at the level of sounds, not letters, making sound concrete and

Literacy Acquisition: Article Analysis
The study is focused on testing the rate of literacy acquisition in orthographically consistent Welsh
language, and orthographically inconsistent English language. Reading tests were used to compare
the frequency of written experience. In the article, Ellis and Hooper refer to other related studies
concerning reading acquisitions. One of the statements that have been discussed is that the reason
why the effect of consistency of mapping has been extensively studied is that of relating symbols
and their sounds in reading aloud. When readers are able to create the correct pronunciations of new
words or pseudo words; they must be able to relate lexical rules share graphemes and phonemes.
Another assertion that has been discussed based ... Show more content on Helpwriting.net ...
The methods of the study include six primary schools in the northeast Wales's area that agreed to be
part of the study. Three of the schools were Welsh speaking and three were English speaking. The
participants were 20 Welsh children who were chosen from the Welsh schools, and 20 English
children from the English schools. The participants were 17 girls and 23 boys, between the age 6
and 7 years old. Most of the Welsh children spoke Welsh with their direct family. The English
children were monolingual. The English and Welsh reading tests were each collected by sampling
words from 100 following levels of decreasing written word frequency in the language. During the
process, children were tested independently in a quiet room in their school by a fluent Welsh and
English speaker. Each child took part in just one meeting of two parts. The first part consisted of
measuring their capability to read aloud in their language. During the second part of the test, the
child had to return to the first page and explain the meaning of each word by giving a synonym, an
explanation, or a correct usage. The results support the statement that learning to read Welsh is
easier than English and answered all the questions that arouse in the article. The data prove that all
of the Welsh

What Are The Characteristics Of Phonological Awareness And...
1. What are the components of reading instruction? Reading is an essential skill required to be
proficient in any subject. Decoding and word recognition allow learners to "recognize most words
with little effort(Vaughn & Bos, 2015, p. 17)". There are many components of reading instruction
and according to the text they are phonological awareness, letter–sound correspondence, alphabetic
principle, word identification, decoding, word study, fluency, vocabulary, and
comprehension(Vaughn & Bos, 2015, p. 178)". 2. What are the characteristics of phonological
awareness, and how can you as a teacher recognize your students who are struggling with
phonological awareness?
"Phonological awareness is knowing and demonstrating that spoken language can be broken down
into smaller units which can be manipulated with the alphabetic system or orthography.
Phonological awareness encompasses the discrimination, counting, rhyming, alliteration, blending,
segmentation, and manipulating of syllables, onset–rimes, and phonemes(Vaughn & Bos, 2015, p.
179)". Readers that cannot dissect words to sound them out and struggle with unfamiliar
multisyllable words demonstrate a phonological awareness deficit.
3. Think about how phonological awareness and phonics are interrelated. How can you use these
skills be utilized and expanded on to develop word reading and spelling skills?
As learners become familiar and fluent in recognizing sounds and

Dyslexia Bilingual Children
Dyslexia cannot be contained to 'issues with reading and writing'. It can be defined as a neuro–
developmental disorder stemming from a biological origin, manifesting in with behavioural signs
that extend beyond difficulties with written language (Frith, 1999). While this is a common disorder,
with 1 in 5 students having a language–based learning disorder, and dyslexia being the most
common, the specific definition and explanation of dyslexia has been debated (Dyslexia Centre of
Utah, 2010). The World Health Organization (2008), deficits in reading and writing found in
children presenting dyslexia cannot be attributed to low intelligence, poor education or presented
neurological damage. With this complex and debated disorder, come many questions. ... Show more
content on Helpwriting.net ...
This excludes those with different alphabets and scripts (Ho and Fong, 2005). It is hypothesized that
English–speaking children with reading issues would be able to learn Chinese with fewer issues.
This is due to the vast differences between the two languages and the low reports of dyslexia in
Chinese. Ho and Fong (2005), look at the reverse hypothesis to see whether Chinese–speaking
children with reading difficulties (dyslexia), would have the same difficulties learning and reading
English. The article Do Chinese Dyslexic Children Have Difficulties Learning English as a Second
Language? discusses how orthographic features have been assumed as contributing factors to how
dyslexia manifests. This is demonstrated between the two language systems of English and Chinese.
English is an alphabetic system, where each unit represents a sound at the phonemic level.
Contrastingly, Chinese is a logographic and morpho–syllabic language, where each character
represents a unit of meaning. They hypothesize that due to the differences of the structural and
linguistic features between these two languages, there is a likelihood of difference in manifestation
of dyslexia. Twenty–five dyslexic Chinese students who were matched with twenty–five control
Chinese students were tested with English reading, vocabulary and phonological processing tasks.
The results show that Chinese children with dyslexia also present difficulties in English as a second
language. The Chinese dyslexic children are often weak in phonological processing tasks in both
languages, yet their phonological awareness in Chinese was not associated to word reading in
Chinese but was in English. The Chinese dyslexic children had difficulty learning English as a
second language due to phonological difficulties at the phonemic level. This does not translate to
how their dyslexia is manifested in Chinese. These findings allow for

The National Assessment Of Educational Progress Essay
"The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail
to achieve basic levels of reading achievement" (Lonigan & Shanahan, 2008, p. 13). Studies have
indicated that the literacy skills of young children are indicators of their literacy learning in later
grades (Lonigan & Shanahan, 2008, p. 13). In order to be successful when teaching students how to
read, there are five reading components that needs to be addressed in a classroom. These five
reading components consist of phonemic awareness, phonics, fluency, vocabulary, and reading
comprehension (Armbruster, Lehr, Osborn, Adler, & Noonis, n.d., p.ii). Even though there are
countless ways in which teachers can instruct their students in these different areas, an ideal reading
program for the first grade might pertain the different teaching methods as discussed below.
I. Phonemic Awareness
"Phonemic awareness is the awareness that the speech stream consists of a sequence of sounds–
specifically phonemes, the smallest unit of sound that makes a difference in communication" (Yopp
& Yopp, 2000). Research has indicated that phonemic awareness is a requirement when learning to
read (Tompkins, 2014, p. 150). The reason that phonemic awareness is so instrumental when
learning how to read is because one must be attentive to the different sounds that make up a word
and how these sounds work. They must also be able to make the connections between these sounds
and the word

Assessing The Classroom Abilities Of The Target Student
Assessments illustrate the needs of our students while emphasizing strengths. For literacy,
assessments serve as a window into the pupils' knowledge and development. Assessments provide
detail information of pupils' weakness and strength in literacy (Afflerbach, 2012). It is important for
the teacher to incorporate various assessments to compile a holistic view of the reader. When
teachers can identify student strengths and weaknesses, they can make informed decisions to guide
their teaching. At the same, they can create activities targeted to increase student reading
performance. Throughout this paper, I will exemplify the information gained during the
administration of reading informal assessments. Likewise, I will provide examples of activities that I
can incorporate to prove the reading abilities of the target student. During the pasts weeks, I have
been gathering information from students to obtain a better understanding of their reading abilities.
The initial findings of my assessments prompted me to choose a male African–American third–
grade student. The research was not limited to what the student can do in reading; it also included
the students social environment. If we want to acquire a good understanding of the students reading
abilities, we should not limit ourselves with just assessments. Bear explained that interviewing
students and parents can give us vital information into the student's background and possible reasons
for reading problems (Laureate Education,

The Lack Of Fluency Within Their Reading Programs
Literature Review As many teachers search for new strategies and interventions to address the lack
of fluency within their reading programs, Repeated Reading (RR) appears to be a topic of curiosity.
RR is an evidenced based strategy designed to increase reading fluency and comprehension through
the development of automatic word processing and contextualized linguistic effect (Winter, 2007).
Similar to the text features on a cell phone, automatic word processing is the ability to detect and
comprehend a word effortlessly as the viewer glares to the next set of letters. This skill is key in
increasing fluency as the reader spends little time decoding the words before them. As the reader
continues to read, contextualized linguistics take place as the reader begins to understand the context
and the expression meant in the passage that is being read. This understanding of context and
expression allows the reader to engage and interact with the text as they begin to formulate
questions on what may come next or predict the ending (Kuhn, 2004). In Devault and Joseph's
review (2004), studies concluded that the effectiveness of RR is based on repeated word recognition.
Repeated word recognition has become the stepping stone for developing instant word recognition,
which in turn provides the entrance to comprehension. There are over 100 words that make up 50%
of the words we read, even as adults (http://www.eduplace.com/rdg/res/teach/rec.html). Having
these words stored in our

Kindergartener Eloise Assessment Essay
For this project, we worked with Eloise Leatham. She is a kindergartener, 5 years old, from St. Paul.
She attends Saint Paul Academy, a secular private school in St. Paul. She is exposed to books on a
regular basis, as she has an 8–year–old sister who loves to read. Her parents, who are both working
professionals with a relatively high income, read to Eloise and her sister every night before bed.
Both parents enjoy reading, and have instilled a value for reading in their girls. Eloise attended
preschool for 3 years, and was exposed to reading and writing there as well. She speaks fondly of
her preschool experience, and continues to enjoy going to school now that she is in kindergarten.
Assessment 1 The first time we met with Eloise, she ... Show more content on Helpwriting.net ...
She used the pictures as references in order to make an educated guess on what the words might say.
While this did result in a change of meaning (dancing instead of doing), we found Eloise to be very
resourceful when she was stuck on a word. The only other problem we recognized with Eloise's
reading was her tendency towards insertion. More than once, she said 'I can see' rather than 'I see',
which was what the text said. After reading, Eloise remembered about 60% of the story without any
reference, and then 100% of the story with aid from the pictures. She was also able to easily answer
the recall questions that were asked of her afterwards. She was able to add implicit content from the
pictures to her answers. For example, the ant of the plant was outside, though that was never
explicitly stated. This told us that she was at a level of comprehension that implied she was ready to
be reading this story independently.
Assessment 2
For the second assessment, we chose a level 2 story. This story had more words on each page, but
the picture on every page still matched up with the words. We used the same process for assessment
as last time, so that Eloise would recognize the process and remain comfortable in the situation. As
before, Eloise was excited to demonstrate her reading abilities to us, but she was disoriented because
she had expected to be rereading the same story. However, once she began to read the new story, she
realized that she was capable of reading this

Kim : A Old Girl That Comes From A Family Of 6 Children
Background: Kim (a pseudonym) is a five and half year–old girl that comes from a family of 6
children. Kim has three brothers–ages 14, 6, 8–and two younger sisters–ages 4 and 3. In addition to
her own family, Kim is currently living in a domestic violence shelter with seven other families in
an urban neighborhood. Kim's mother is a 30 year–old Caucasian woman, originally from
Pennsylvania and her father is of Latino descent and was born in San Juan, Puerto Rico. Based on
my conversations with Kim's mother, the six children do not speak Spanish (though it remain
unclear why this is the case). Kim and her two younger sisters attend a Head Start Preschool in the
neighborhood. Based on my observation of Kim, she appears sociable, friendly, knows how to
follow directions, and is self–regulating. As a result of my previous observations, I believe of all of
her siblings, Kim is the most aware and engaged with her surroundings. For example, she enjoys
having conversations about school, her activities, and family with the shelter staff. She also does not
hesitate to ask questions about her environment with anyone. Because of Kim's open–minded with
working with others, I believe this helps her gain a better understanding of her surroundings. Lastly,
it is important to highlight that Kim at times struggles with pronouncing words due to missing two
of her front teeth. Context/Creation: With this study in mind, I decided to conduct my study on May
25th, 2016 in the afternoon. At the

The Effect Of Reading Abilities On Dyslexia Over The Past...
This journal paper presented by Vellutino and his associates outlines the most important findings of
research that evaluates possible causes of reading abilities in dyslexia over the past four decades.
The main purpose of this paper is to provide a comprehensive review of research on the fundamental
cause(s) of developmental dyslexia. The secondary purpose is to present the evidence that reveals
the differences between early reading difficulties caused mainly by cognitive/biological deficits and
those caused primarily by instructional deficits. The authors first propose a model that captures all
the relevant knowledge and cognitive skills required for individuals in learning to read (Figure 1).
This model certainly indicates that reading is mainly a linguistic ability rather than once popular
notion that it is primarily a visual skill. The model that underscores all reading components are thus
used to analyze manifest causes of reading difficulties. The evidence suggests that basic deficits in
alphabetic coding would lead to inadequate word identification and which then contributes to
reading difficulties. Moreover, both phonological awareness and orthographic awareness have an
impact on the skills of alphabetic coding. Importantly, casual relationships between word
identification difficulties and deficient phonological skills seem more prominent in learning to read
in opaque orthographies such as English than in learning to read in more transparent orthographies
such as

Essay on Literacy Narrative
Throughout my childhood, the idea of having a college education was greatly stressed. As a result, it
was my duty as the next generational child, to excel in my studies and achieve a life of prosperity
and success. Learning became the basic foundation of my growth. Therefore, my youth was
overtaken by many hours spent reading and writing what was known to be correct "Standard"
English. I first found this to be a great shortcoming, but as I grew older, I began to realize the many
rewards acquired by having the ability to be literate.
During adolescence, I began reading and writing through a fundamental learning program called,
"Hooked on Phonics." This program consisted of long hours spent reading short novels and writing
... Show more content on Helpwriting.net ...
Unlike reading, when writing, it is important that grammar, spelling and vocabulary terms are used
correctly, therefore restricting me from writing in the way that I would prefer. The most stressed
phrase while in high school was, "It is not the content of the essay, but rather the mechanics of
grammar and speech that are most prominent." Unfortunately, I have never been one to enjoy the art
of writing. In fact, I was recently given a diagnostic test, determining at which level I write and
whether or not I should be upgraded to a higher achieving English class. Unfortunately, I did not
pass the test with flying colors. This was not due to the fact that I am incapable of writing a good
paper, but rather that I am unable to write in a limited amount of time, using the emphasized
principles of correct; grammar, vocabulary and spelling. In the reading, Shitty First Drafts, by author
Anne Lamott, it is a fact that in order to write a brilliant paper, a first draft must be created.
According to Lamott, "The Only way I can get anything written at all is to write really, really shitty
first drafts, all writers write them." (94) This is a quote in which I can relate being that in order for
me to begin a final draft, I must first have written a first draft, usually one that is in absolute

The Joy of Reading and Writing: Superman and Me Essay...
"The Joy of Reading and Writing: Superman and Me"
Reading "The Joy of reading and Writing: Superman and Me," gave me a different perspective of
reading and writing. Sherman Alexie, who grew up on the Spokane Reservation in Wellpinit,
Washington, explains his life as an Indian boy, and how reading and writing helped his life to
succeed. Alexie purposes is to discuss how he first learned how to read and write, his intelligence as
a young Indian boy, and Alexie as an adult teaching creative writing to Indians children. Alexie
learned not only how to read but to love reading. He used his love of reading to propel himself
through the school system, removing himself from the stereotypical to be dumb, quiet, poor, and to
fail in life. ... Show more content on Helpwriting.net ...
Alexie wanted to be educated and refused to fail. "I refused to fail. I was smart. I was arrogant. I
was lucky" (15).
Alexie's tone at end of the essay, he was proud and surprised of himself because he became a writer.
Becoming a writer, Alexie started to write books for children and he started to teach creative writing
at Indian Schools. Alexie is proud because he has the opportunity to help other Indian kids to
succeed in life. "These days, I write novels, short stories, and poems. I visit schools and teach
creative writing to Indian kids" (15). Most of the children in the Reservation read his books and
write their own poems, and that makes Alexie proud of himself. But there are some of the children
that who have already given up hope on themselves and sit in the back of the classroom and do not
care anything for reading and writing. "Then there are the sullen and already defeated Indian kids
who sit in the back rows and ignore me with theatrical precision" (16). Alexie is trying to break
down their locked doors, and he is trying to save their lives by teaching them to read and write.
Alexie refused to fail, instead he read different kind of books and he became strong reader and a
smart Indian. Alexie read everything and everywhere he went. This is probably one of the reasons
Alexie never fail in school and his succeed life, because he loved to learn. He also committed to
help other Indian in the Reservation by helping them to learn how

Advantages And Disadvantages Of Reading English
Richard Hanley reported on the various challenges that facing children learning to read respectively
in Welsh and English. In 2003, the results of an overall investigation of written word admission
skills at the end of first grade in Fourteen's different European countries. Therefore, the results
proved that children who were learning to read English complete far worse than the children of any
other nationality at reading both real words and non–words with identical structure to real words.
Whilst children from most of the Fourteen countries read over Ninety percent of real words exactly,
the children learning to read English was valid on only Thirty–Four percent. The next lowest score
was Seventy One percent of words read correctly by children from Denmark. This essay will discuss
the challenges that face to children's English learning.
The English writing system, in common with all European and American languages, English utilize
an alphabetic writing system in which letters exemplify the spoken sounds of words. The smallest
unit of sound that can ... Show more content on Helpwriting.net ...
Consequently, congealed spelling and spellings of imported words are altered to guarantee that they
are symmetrical with the letter–sound rules of the obvious orthographies. Therefore, there are some
advantages of English is not having a completely regular orthography. For instance, versed readers
of English can differentiate the meaning of homophones such as colonel and kernel directly from
their written form. In an obvious orthography, they would be spelled the same way. The
disadvantages of a vague orthography are the existence of many irregular words whose
pronunciation cannot be foretold from their spelling. Furthermore, many frequent and early–gained
English words are

Elementary School Classroom Reading Programs
The questions that are addressed by the researcher are: what are the components of elementary
school classroom reading programs that promote the reading growth of students with reading
difficulties? What are the strengths of these programs and how can these strengths be used to help
educators design or implement other effective reading programs? The article discusses six classroom
programs that help improve reading in struggling students. The researcher's intention with writing
the article was to help other teachers and educators in implementing their own reading programs.
The six elementary school classroom reading programs discussed are: the Book Club Program,
Concept–Oriented Reading Instruction, Fluency–Oriented Reading Instruction, the Four Block
Approach, the Kamehameha Early Education Program Whole Literacy Curriculum, and Success for
All. The reasons for choosing the listed programs are these programs have been proven to effective
with struggling readers, were used in diverse public schools, were based on reading research and
practice and provided a significant amount of progress of struggling readers by the program
developers and researchers through qualitative and/or quantitative measure of the success students
have reached through the program.
Book Club Program (BCP). This program is implemented in different ways which are community
share (students learn as a whole with the teacher), reading (teacher and students read out loud,
reading buddy or silent reading

Literacy Learner
Differentiation is the key for these students. All students may be working on the same objective, but
for this group, the assignment will be given in a different style to accommodate their learning. This
will help ensure that they complete understand the material being taught. The student may just need
the process or the product of the material to be different. The distinction between below – average
readers and severely disable readers is an important one. Wherever we as educators draw the line
separating the two groups, the idea is that instruction should vary depending on the severity of a
child's reading difficulty. Because fluency incorporates automatic word recognition, it is reflected in
the narrow view of reading. However, ... Show more content on Helpwriting.net ...
Because of the rich diversity found in today's classroom, we as teachers have to consider ways of
adapting the curriculum so that all children can learn to recognize and use appropriate and
descriptive vocabulary. Teaching a child how to decode words requires knowledge and skill. I must
keep in mind that aiming instruction at a lower functioning level wastes time and effort. On the
other hand, aiming too high can produce frustration, and worse, confusion (Morris, 2008).
Sorting words is a very simple but effective categorizing activity that encourages active student
involvement. In pairs or small groups, students will be given a list of words to sort into meaningful
categories. The closed word sort activity that are being focused on are roots or affixes: some of the
words that begin with im–, some in which im– means "not," some in which im– does not mean "not"
(e.g., impulse, important vs. immature, impossible) will be a part of the list. The different words
were chosen based on the instructional level of the students. I had to keep in mind that aiming
towards a lower instruction level would be wasting time and effort. On the other hand, aiming too
high can produce frustration, and worse, confusion (Morris, 2008). Other words will include sort
words with a prefix that means "not" (illegal, irresponsible, and immature. Finally students

Critical Analysis Of Reading Skills By Charles Perfetti
In the article of Reading Skills, by Charles A.Perfetti, focus on the reading disorders occurs in
human being, what is the reason behind them, how some candidate got higher scores and how some
got lower scores in their orally assessment. By a analysis he got a Garden variety of reading
disorders occurs in those lower skill candidate. Dyslexia, general intellectual problem & some
disabilities he got to know by analysis. Dyslexia is a selective damages in direct route of neurons,
those people having this disorders its not meant that they are not good enough in all the learning
activities, with the help of proper treatment they became a good readers & writers. Process of
reading is totally dependent on reader understanding of written language, how the reader encoded in
their words ones again during the reading period. ... Show more content on Helpwriting.net ...
A visual input enters & starts the process of word identification immediately, integration of words
are going on & interpretation as well after the whole process reader start reading whatever encoded
again in their mind if they have no disorders they go very well but if they having troubles in reading
they do not having better understanding of words in their mind, might be having a problem in
neurons because of this problem memory having trouble in their capacity & failed to proceed,
multiples types of problems are seen in each disorder (syntactic difficulty, trouble in letter string
processing, limiting words identification, Lexical orthographic–Phonological process).Reader can
be successful when there is a match between input (letters) & word representation. Letters in reading
identify through the contribution of Graphemic & Phonological unit, with the joint contribution of
both units outcome( reading individuals words), comes

Reading Achievement Of Deaf And Hard Of Hearing
I. ¬Introduction This chapter provides an overview of the present study. First, reading achievement
and difficulties of students who are d/Deaf and hard of hearing (d/Dhh) are discussed. Second, it
justifies the theoretical framework of the study with three primary sources: Simple View of Reading
(Gough & Tunmer, 1986; Hoover & Gough, 1990), the National Reading Panel (NRP, 2000), and
the Qualitative Similarity Hypothesis (QSH) (Paul, Wang, & Williams, 2013). Next, Visual Phonics
is explained. Then this chapter introduces the purpose of the study and proposes three research
questions. It also briefly discusses the research methodology for gathering data relevant to the
questions. The last part of the chapter provides details about the key terms of the study.
a. Reading Achievement of d/Dhh Students Reading is an essential skill for social life and academic
success. Learning to read is a complex process. Some students learn to read effortlessly, but others
find it difficult. Reading difficulties of d/Dhh students are well documented. Most students with
severe to profound hearing loss graduate from a high school with approximately a fourth–grade
reading level (Paul, 2009; Paul, Wang, & Williams, 2013; Traxler, 2000; Wurst, Jones, & Luckner,
2005). Fourth grade reading level is considered functionally illiterate because the literate reading
level is a 5th or 6th grade (Paul, 1997), and the majority of students who graduate from a high
school are functionally illiterate.

Notes On Child Profile Data
1) Child profile data
James is a nine–year old boy who is currently in year 3; he is of a Half Indigenous, half Australian
background. James is one of four children; he lives with his siblings, his mother and father. James is
taught within a normal classroom environment however; he receives additional support to improve
his reading from a teaching assistant a few times a week. James' strength in regards to his reading is
he possesses good directional movement. However, James struggles with concentration for a
prolonged period of time and recognition of common sight words.
2) Context and preparation
This assessment took place at James's mothers place of work, a nursing home in South Sydney. I
arrived 15 minutes prior to James, ... Show more content on Helpwriting.net ...
His body language and facial movements reflected what James was reading in the book e.g. his
eyebrows were raised and his eyes opened up more, when reading certain portions, reflecting a
feeling of surprise within the plot.
4) Child interview responses.
James was willing to participate in this portion of the running record. James gave honest and open
responses to the following questions: Do you read at home? What do you find hard about reading?
What do you read at school? Would you like to improve your reading? His responses were fairly
brief. James does not read at home as, he is often playing a variety of sports after school. James said
that, the hardest thing about reading is, trying to sound out and read words he isn't familiar with.
James described a particular book he read at school called Diamonds Forever; He described it as a
real life recount about how people find diamonds. James is optimistic and willing to improve his
reading ability.
5) Running record; questions and observations
James was provided with a range of texts for this assessment. The descriptor alongside these texts
described them as being for early fluent readers because; these texts have a richer vocabulary, more
words within a page and formal and descriptive

Essay on A Summary of David Abram’s Animism and the Alphabet
Isaiah Graham
Farmer
ENG 11–940
9/13/2013
A Summary of David Abram's Animism and the Alphabet
David Abram's selection, "Animism and the Alphabet" conveys that human's disconnection from the
natural world is partially at fault with the alphabet, it also asserts that alphabet originates from the
natural world. Abrams supports his ideas by mentioning several great thinkers throughout history
including Plato, Socrates and others. Abram's also compares modern ways to the customs of
indigenous people. The main purpose of Abram's paper is to convey the idea that people have
disconnected from the natural world, and one of the main reasons for this is the alphabet. The
alphabet is not portrayed as a bad thing, but as a tool that has both ... Show more content on
Helpwriting.net ...
Some would say that this was an improvement and the Greeks would agree. Others would say this
was just another step in our departure from nature. The beginning of this departure would appear to
have started with the aleph–beth, but the Greeks took the system and stripped it of all natural
references. Abrams begins the next section of the text by referring to Socrates. Socrates says "I'm a
lover of learning, and trees and country won't teach me anything, whereas men in the town do" (pg.
34). This begins a long discussion on whether or not the human race has learned anything from the
natural world. Homer is mentioned several times and it becomes apparent that throughout his tales
the Iliad and the Odyssey nature is seen as a supreme being. The Greek gods are portrayed by the
natural world, so how could Socrates say something as controversial as the Earth won't teach him
anything. In part it is because the Greek society relied extensively on the social aspect of life. Most
Athenians learned from men in the city and not from the Earth around them, so there was no real
way for them to conceive the idea that nature could teach. There were a few who looked beyond this
however and saw the natural world for what it was. Abrams continues on by explaining that the
Greeks were an oral culture and the alphabet was still being learned. Homers epics were the first
stories to ever be written down by the Greeks. This seems slightly ironic

Teaching Children to Read By Giving Them Something Worth...
"It is not enough to simply teach children to read; we have to give them something worth reading.
Something that will stretch their imagination–something that will help them make sense of their own
lives and encourage them to reach out toward people whose lives are quite different from their
own." – Katherine Patterson Reading is known as a complicated process of understanding written
text. For this reason, reading cannot be developed through one simple strategy or component. In
fact, reading is developed through six components. Those six components are comprehension, oral
language, phonological awareness, phonics, fluency, and vocabulary. These six components work
together and simultaneously to help create fluent readers. Through these ... Show more content on
Helpwriting.net ...
Clay, M. M. (2000a), explains, "through experiences in their homes and communities, young
children learn that print carries meaning and that reading and writing are used for a variety of
purposes" (p.109). At this point in time, children notice menus in restaurants, symbols like
Mcdonald's, as well as listening to stories they are interested in, and noticing letters from parents or
relatives. Depending on the culture and community, not all students enter school with a strong
foundation in literacy. That is why differential instruction is needed (Solley, J. nd). During this
period of time, children are in the emergent stage of reading. Children begin this stage at birth to
five years of age. According to Juel, C. (1991), "during the emergent stage, young children gain an
understanding of the communicative purpose of print, and they move from pretend reading to
reading predictable books and from using scribbles to simulate writing to patterned sentences" (p.
115). During this stage teachers utilize a range of activities like modeled and shared reading and
writing activities. Examples of these activities would be talking, reading aloud, singing, drawing,
and writing. At this stage young learners begin to understand that speech can be written down on
paper. Phonological awareness

Dyslexia Reading Well
homonyms, antonyms, and synonyms. Schedule III reviews Schedule I and II, and introduces joined
cursive writing for the alphabet, prefixes, suffixes, plural and singular verbs, and sentence dictation
(Texas Scottish Rite Hospital For Children, 2014).
Dyslexia Reading Well has organized a list of research based tips for choosing a program that works
and a list of the best and most popular programs. Students with dyslexia require explicit, intensive,
and multisensory reading instruction. Its content should include phonemic awareness, spelling, and
fluency training, with all the other criteria. These skills need to be practiced everyday in reading and
writing, and the students need to have enriched involvement in language experiences, such ... Show
more content on Helpwriting.net ...
Boy and girls can equally be affected by reading disorders. Thirteen to fourteen percent of school
aged students have dyslexia, according to International Dyslexia Association (See brain). The
prevalence of reading difficulties is very high. According to the National Assessment of Educational
Progress in 2005, twenty–seven percent of high school seniors are reading below the minimum level
at which they can understand what they are reading. Also, thirty–six percent of primary grade
students are reading below the basic levels. Reading difficulties are persistence and do not go away
over age. If the primary grade students with reading difficulties are provided intervention early, their
risks of reading difficulties will remit. These difficulties should not be represented as a
developmental lag. The reading difficulties must be identified and addressed early or they will
persist over

The National Reading Panel 's Five Domains Of Reading And...
Integration Paper
By Becky Demmer
Part 1
On completing the EDRD 600 course, the following are the critical elements that I will apply from
the National Reading Panel's Five Domains of reading and from Dr. Flynn's 1st Edition of "I teach
reading. Why do I need to know linguistics?". They are phonemic awareness, phonics, fluency,
vocabulary and comprehension with an added element, writing. This course also covers the topic of
Linguistics. Linguistics is defined as the study of human language and its structure, including
phonology, orthography, morphology/semantics, and syntax. Each of these areas of linguistics will
be discussed as well. Finally, researched–based strategies that could be integrated in the classroom
will also be shared.
Phonemic Awareness refers to the knowledge that spoken words can be broken apart into smaller
segments of sound known as phonemes. We learned about two levels of PA, one is auditory–you can
do this in the dark and the other is matching sounds to letters. Reading to children at home–
especially material that rhymes–often develops the basis of phonemic awareness. Not reading to
children will probably lead to the need to teach words that can be broken apart into smaller sounds.
Correlational studies have identified phonemic awareness and letter knowledge as the two best
school–entry predictors of how well children will learn to read during their first 2 years in school.
This evidence suggests the potential instructional importance of teaching PA to

The Characters Dick, Jane, and Spot Essay
The Characters Dick, Jane, and Spot Dick, Jane, and Spot are all characters that are used to teach
Elementary School Children reading and spelling skills. Spelling is a difficult concept to master,
especially when learning the spelling of American Standard English. "George Bernard Shaw said
that the word fish might as well be spelled ghoti––using gh as in rough, o is in women and ti as in
vacation"(Glazer 99). Sometimes the spelling of certain words can seem illogical and may have no
other similar spelling in the language. When a young child looks at these words, the student cannot
use logic to spell certain ... Show more content on Helpwriting.net ...
It is like the information gets lost on the way to the brain. Discrepancy means the connection
between the learning disabled students achievement and ability. One example the web site gives is, "
It's kind of like a baseball player who has the ability to hit home runs but is given a broken bat to
use. He doesn't have the chance to prove how great he really is." Learning disabled students are not
all the same, but they all have similar processing difficulties and learning difficulties. Students with
learning disabilities require more patience and one on one attention from teachers, making it
difficult for them to be in a class with children who do not have learning disabilities. These children
are usually put in special education classes where the class sizes are smaller and the teachers are
trained to teach these children. There are three methods that must be used to teach spelling correctly
and effectively. The first is that "spelling instruction should not be restricted to a study of
relationships between letters and sounds but should also entail a comprehensive study of the
structural and semantic relationships of words"(Hodges 419). Teachers must incorporate spelling
with reading and writing. A child will not be able to further his spelling skills unless he is
continuously practicing and using his spelling knowledge. Also, if a child is constantly reading and

Essay on The Joy of Reading and Writing: Superman and Me
Reading Leads to Prosperity Sherman Alexie recalls his childhood memory of learning to read, and
his teaching experience in "The Joy of Reading and Writing: Superman and Me". He devotes his
interest to reading. By this way, he breaks the stereotype that Indian boys are expected to be stupid
and dumb, and later on he becomes a successful writer because of his endeavor to read. Alexie
vividly narrates his younger life by using metaphor and repetition with a confident tone, in order to
strengthen his description of his reading talent, his influence to the other Indian boys and how he
struggles in poverty to change his life. Alexie uses metaphor to illustrate his experience of reading
and writing. As an Indian, he reads a large number ... Show more content on Helpwriting.net ...
Alexie precisely provides his reading process to the audience. On the other hand, it also proves that
he breaks the block of lacking knowledge. In fact, "the Superman" refers to himself. Alexie asserts
his point that he transforms his destiny from poverty to success by reading, and he retells his
experience to other Indian boys to save their lives instead of enduring in a tough situation.
Accordingly, he regards himself as hero, for he saves both those Indian boys' lives and his own life.
Moreover, when Alexie repeats the sentence of "breaking down the door", it relates to he attempts to
break through the obstacle of education. He does not obtain a decent education background;
however, he can change this circumstance by reading. While Alexie states his voice by using
metaphor, he emphasizes the meaning of reading repeatedly in his essay. He stresses how he strives
to read variety of books, and he records that," I read the books my father brought home from the
pawnshops and secondhand. I read the books I borrowed from the library. I read the backs of cereal
boxes... I read magazines. I read anything that had words and paragraphs" (18). Alexie lists out all
the material he has read with the same sentence structure, yet he does not conclude all these things
in one sentence. He exemplifies his passion to reading, for he tries to save his life. Due to his
parallel repetition, Alexie impresses the audience by these

Spelling Is Often Difficult For ELL Students
Question #2: (a) Spelling is often difficult for ELL students because some spelling rules are unique
to the English language such as its letter sounds (homophones) and silent letters. According to Bear
(1998), "to read and write words appropriately and fluently and to appreciate fully how words work
in context, instruction must balance authentic reading and writing with purposeful word study"
(p.223). The understanding of how words are spelled directly correlate to the proficiency of reading
and writing. Developmental spelling is a phonics based program that focuses on the assessment of a
students spelling. The students are assessed to determine their stage of spelling development.
According to Gentry (1982), "once the stages are identified, ... Show more content on
Helpwriting.net ...
Students will utilize their prior–knowledge of letters and their sounds to make new words. I think it
would be interesting to use literature to help students develop their ability to make new words and
continue the word patterns (possibly Dr. Seuss?). I think it is a smart move to begin the spelling
development by allowing students to find patterns and then adding to them. The only thing I worry
about is the students focusing too much on the endings of the words which may lead to confusion.
One way we could avoid this problem is by revealing an example in which following the word
family or pattern wouldn't work or encouraging the students to look at the whole word instead of
just the

Essay Research Article Critique
MODULE 2: RESEARCH ARTICLE CRITIQUE
Vandana G. Kotapally
Grand Canyon University: SPE 557
04/25/2012
Abstract
Causes of dyslexia or reading disabilities have been hotly debated by researchers and educators.
Knowledge regarding the causes of reading disabilities is important as they define the strategies that
will used to help students with dyslexia learn. Dyslexia is caused by differences in the information
processing patterns of learning disability students. Language and phonological skills have been
found to be the main cause of reading problems. This paper presents a critique and summarizes a
paper dealing with phonological skills and how they affect the ability to read. Besides this the paper
will highlight the main findings of ... Show more content on Helpwriting.net ...
Therefore, an educator needs to know the areas to focus that will produce the best results and help
the student learn. Results from various studies have shown that besides intelligence the ability to
sequence, analyze, and remember sounds are the biggest contributors to reading achievement
(Smith, 2003). In view of these finding it is important to isolate the fields within this area that will
have the greatest impact and help direct the learning strategies. A study along these lines was
conducted by Melby–Lervåg, Lyster, & Hulme. Melby–Lervåg, Lyster, & Hulme (2012)
conducted a meta–analytic study to study the relationship between phonological skills and student's
reading abilities. Under phonological skills mainly three factors were considered. They are verbal
short–term memory, phonemic awareness, and rime awareness. The authors compared children with
dyslexia with the same age and reading level control group of children to measure the affect and
strength of correlation between verbal short memory, rime awareness and phonemic awareness on a
child's word reading abilities.
Summary
Various researchers have found that there is a relationship between phonemic awareness, rime
awareness and verbal short–term memory. Melby–Lervåg, Lyster, & Hulme (2012) wanted to
take their studies a step further and establish the strength of the relation between the three variables
mentioned

Contributions Of Early English Language
Contributions to Early English Orthography
What influenced English orthography to be what it is today? How did early English writers derive
the spellings of certain words? One possible answer to these questions is addressed by Jerzy Welna
in his article "On Early Pseudo–Learned Orthographic Forms: A Contribution to the History of
English Spelling and Pronunciation" published in Studia Anglica Posnaniensia.
Welna formats his argument as a numbered list where he touches on one spelling pattern adapted
into English, provides proof of this change in text, and then moves on to the next orthographic
adaptation. While Welna does provide solid, detailed evidence from one of his prior papers to
support his point, he does not define the specific ... Show more content on Helpwriting.net ...
It is clear that Welna is well versed on this topic not only because of his apparent knowledge, but
because he has also written another article on the subject in the past. While discussing the Middle
English period and when it showed orthographic change, Welna mentions that he's already
addressed one of the points in prior works of his. But he does not stop after mentioning his paper, he
goes on to summarize the conclusion of his last article to provide some context to the reader. Welna
specifically states that his first paper "suggested that such influence of Latin had strong
sociolinguistic basis since the change in the sequence (–– removed HTML ––) 'affected the
pronunciation of vowels...'" (27). Explicitly summarizing his past works not only allows him to gain
credibility, but it also provides major support to his argument. It is shown that Welna has done
extensive research on the subject at hand, therefore his knowledge on it is extensive. His
summarization of the priorly written paper also aids in solidifying his claims because, when he
mentions the article, he discusses the information it suggests in detail, therefore only adding to the
many other evidences brought together in this paper on a similar topic.
While Welna does provide solid support for his arguments, he does not always state which specific
point he is trying to prove when presenting pieces of

The Importance Of Writing And Writing Skills In The...
The English language has turned into the world's most widely used language. It is the principal
language for global communications in various fields including trade, industry, legislative issues,
and training. This is the main motivation behind why a large number of learners throughout the
world are endeavoring to enhance their English language capability. A basic segment of this
capability is enhancing one's ability for writing since this ability is absolutely essential for
employment in recent years. One vital factor to consider with writing competency is spelling as one
single incorrectly spelled–word can change a word or the purpose of the entire sentence. Moreover,
the weakness in spelling significantly affects writing and reading abilities. In other words, the
orthographic or spelling learning is the driving force for productive reading and proficient writing.
Good spelling information is also critical for recognizing the words, which can enormously improve
or obstruct reading skill. Concerning writing, poor spelling can make writing a troublesome task by
too much attention to spelling. Poor spelling likewise confines the writer's selection of words, which
contrarily affects innovativeness and prompts short and incoherent parts in writing (Baluch and
Shahidi, 1991). As a rule, writing skill development for ESL students is mainly affected by the
words, for example, spelling and word recognition that rely upon comparable skills, to be specific,
orthographic and

Dyslexi Learning Disabilities ( Spld )
Dyslexia, commonly defined as specific reading disability, is one of the Specific Learning
Disabilities (SpLD). The term 'dyslexia' was coined by Rudolf Berlin of Stuttgart, Germany, in 1887
(Wagner 1973). The term dyslexia comes from the Greek dys – 'impaired' – and lexis – 'word' which
refers to impairment in the ability to read and spell that is not due to low intelligence or lack of
educational opportunity (Brunswick 2009). Dyslexia was the first general term used to describe
various learning problems such as Attention Deficit Hyperactivity Disorder (ADHD), Dyspraxia,
Auditory Processing Disorder, Dyscalculia and many more. Eventually, these problems were
subdivided and categorized to describe different learning disabilities (Davis 2010).
There are two major varieties of dyslexia: acquired and developmental. Reading disability that
occurs due to an accident at any stage of life of an individual is labelled acquired dyslexia. Here
accident means any kind of injury to the brain leading to brain damage. In contrast, developmental
dyslexia occurs during the developmental period, that is, roughly between 0 to 18 years of life
(Hinshelwood 1896, Jena 2013). The proposed study is focused chiefly on developmental dyslexia.
Developmental Dyslexia has been defined by World Federation of Neurology (1968) as 'a disorder
manifested by difficulty in learning to read despite conventional instructions, adequate intelligence
and socio–cultural opportunity.' A large number of researches

Fluency, Vocabulary, Comprehension Focus Area

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Fluency, Vocabulary, Comprehension Focus Area