Reading is an important area of academic research because “many

Students struggle academically because of their persistent reading problems” (Abler-Morgan,

2006, p. 273).

. “Reading motivation and engagement

Are enhanced when students have choice in reading material” (Jones & Brown, p.16).

This is essential for student learning, as Wiseman (2012)

Explained from Stevens, Van Meter, and Warcholak’s (2010) research results that “explicit

Instruction in reading strategies, such as understanding story structure or using contest clues to

Identify unknown words, has been shown to increase student reading abilities and

Comprehension” (p. 257)

McIntyre et al.’s (2006) study did not provide a numerical value to answer the following

Question: How much should young children read? Rather, the results show that the most

Important factor in predicting and supporting reading success for struggling readers is “the kind

Of reading practice (and other instruction) that is occurring in the classroom” (McIntyre et al., p.

64). McIntyre et al. stressed the importance of teacher mediation for early readers to build

Reading skills, because “the first-grade children who gained the most were either provided
Guided reading practice or independent reading with feedback” (p. 66). Grade 1 learners are not

Typically ready for independent reading and are not usually able to apply what has been taught

During reading instruction independently. McIntyre et al. suggested that phonics instruction is

Effective in supporting reading growth, but it needs to be child specific to be most effective.

Alber-Morgan, S. (2006). Ten ways to enhance the effectiveness of repeated readings. Journal

Of Early and Intensive Behaviour Intervention, 3(3), 273-279.

Jones, T., & Brown, C. (2011). Reading engagement: A comparison between e-books and

Traditional print in an elementary classroom. International Journ

Wiseman, A. M. (2012). Resistance, engagement, and understanding: A profile of a struggling

Emergent reader responding to read-alouds in a kindergarten classroom. Reading and

Writing Quarterly: Overcoming Learning Difficulties, 23(3), 255-278.

Doi:10.1080/10573569.2012.676407

McIntyre, E., Rightmyer, E., Powell, R., Powers, S., & Petrosko, J. (2006). How much should

Young children read? A study of the relationship between development and instruction.

Literacy Teaching and Learning, 11(1), 51-72. Retrieved January 10, 2015, from

http://files.eric.ed.gov/fulltext/EJ903241.pdf

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Additional RRL for Reading Comprehension (with References)

Additional RRL for Reading Comprehension (with References)

University: Visayas State University

Course: Education (Math 10B)

764 documents

Info

Additional RRLAccording to Clarke et. Al. (2014), reading comprehension is a vital ability for all students
because it involves the process of simultaneously obtaining and generating meaning from written
language through engagement and involvement. Understanding the meaning of words, analyzing the
author’s point of view, aiming for writing, and acquiring new vocabulary are all critical reading abilities
that aid in reading comprehension. On the other hand, according to Gough & Tunmer (1986) as cited by
Chen et. Al. (2020), reading comprehension is a multifaceted process that requires the integration and
coordination of a variety of abilities, including word decoding, the capacity to decipher or recognize
written words, and speech or listening comprehension, the ability to comprehend what is decoded in
spoken form.Reading is a critical ability for students to develop early in their schooling since it serves as
the basis for learning in all academic disciplines throughout their education (Sloat et. Al., 2013 as cited
by Almutairi, 2018). In addition, developing reading abilities before students enter third grade is crucial,
as students begin to read in order to obtain information and learn from academic content after third
grade. Additionally, students who do not master reading abilities by the end of third grade have low
desire for learning, behavioral difficulties, and academic success, and are at danger of failing to graduate
from high school. However, students who grasp reading by the third or fourth grade have a better chance
of academic success. (Foorman et. Al., 2003 as cited by Almutairi, 2018). More significantly, according to
FletcherJanzen et. Al., (2013) as cited by Almutairi (2018), students must be able to comprehend what
they are reading while participating in reading activities. Reading comprehension is a critical component
of reading that must be mastered. It demands students to progress beyond decoding specific words and
phrases to developing a thorough knowledge of the material as a whole. Comprehension is a
complicated process that needs a collaborative effort between students’ prior knowledge of the context,
the goal of the reading material, and the degree of vocabulary and language used by the writers to
convey meaning in a
Book. The procedure is complicated due to the fact that it demands students to participate in a variety of
cognitive tasks, processes, and abilities. These abilities include decoding words effectively,
comprehending language grammar, drawing conclusions, utilizing prior knowledge, and regulating
working memory appropriately. Even a brief passage of content requires the reader to use strategic
judgment in determining when and how to employ each of these abilities.Moreover, Clarke et. Al.,
(2014) also states that students must develop reading comprehension abilities in order to succeed
academically and personally. Reading comprehension is the foundation for understanding all academic
information throughout students’ academic careers. Reading comprehension becomes increasingly
important inall academic disciplines as students’ progress through the grades. Students, in particular,
require reading comprehension abilities in order to meet educational goals at school and in the
classroom. For instance, students are required to comprehend what they read from diverse sources in
order to do research in a variety of academic disciplines. Additionally, being able to comprehend what
they are reading enables students to swiftly seek key material, eliminate irrelevant information to the
current issue, and focus on the critical information. Academic achievement also necessitates students’
ability to comprehend, evaluate, and apply knowledge gleaned from reading. Furthermore, students
require reading comprehension skills in order to comprehend andcomplete academic work. However,
students who lack reading comprehension abilities will be unable to complete all of that work.

ReferencesAlmutairi, N. R. (2018). Effective Reading Strategies for Increasing the Reading

Comprehension Level of Third-Grade Students with Learning Disabilities. Dissertations, 3247.
https://scholarworks.wmich.edu/dissertations/3247Chen, X., D’Angelo, N., Krenca, K. (2020). The
Overlap of Poor Reading Comprehension in English and French. Frontiers in Psychology, 11.
https://www.doi.org/10.3389/fpsyg.2020.00120Clarke, P., Truelove, E., Hulme, C., & Snowling, M.
(2014). Developing Reading Comprehension. John Wiley & Sons, Ltd, First Edition. ISBN: 978-1-118-
60676-6

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The last decade has brought a growing consensus on the range of skills that serve as the foundation for
reading and writing ability (Dickinson & Neuman, 2006; National Reading Panel Report, 2000; Neuman &
Dickinson, 2001; Snow, Burns, & Griffin, 1998). To become a skilled reader, children need a rich language
and conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to
understand messages that are conveyed through print. Children also must develop code-related skills, an
understanding that spoken words are composed of smaller elements of speech (phonological
awareness); the idea that letters represent these sounds (the alphabetic principle), the many systematic
correspondences between sounds and spellings, and a repertoire of highly familiar words that can be
easily and automatically recognized (McCardle & Chhabra, 2004; McCardle, Scarborough, & Catts, 2001).

But to attain a high level of skill, young children need opportunities to develop these strands, not in
isolation, but interactively. Meaning, not sounds or letters, motivates children’s earliest experiences with
print (Neuman, Copple, & Bredekamp, 2000). Given the tremendous attention that early literacy has
received recently in policy circles (Roskos & Vukelich, 2006), and the increasing diversity of our child
population, it is important and timely to take stock of these critical dimensions as well as the strengths
and gaps in our ability to measure these skills effectively.

In the following sections, we first review the important skills that are related to early language and
literacy achievement. We then provide recommendations for updating ECRR workshops.

Evidence (Lonigan, 2006; Whitehurst & Lonigan, 1998) suggests that children achieve syllabic sensitivity
earlier than they achieve sensitivity to phonemes, and sensitivity to rhyme before sensitivity to
phonemes. Children’s entry to these skills typically begins with linguistic activities such as language
games and nursery rhymes (Maclean, Bryant, & Bradley, 1987) that implicitly compare and contrast the
sounds of words, and include alliterative phrases (i.e., bibbily bobbily boo begins with /b/). But implicit
comparisons, alone, may be insufficient. Phonological awareness and phonemic awareness are meta-
linguistic abilities (Adams, 1990). Children must not only be able to recite and play with sound units, they
must also develop an understanding that sound units map onto whole or parts of written language.

Recent syntheses of research (August & Shanahan, 2006; Rolstad, Mahoney, & Glass, 2005; Slavin &
Cheung, 2005) suggest that when feasible, children should be taught in their primary language. Primary
language instruction helps to promote bilingualism and, eventually, biliteracy. Further, children will need
support in transferring what they know in their first language to learning tasks presented in English.
Engaging children actively in meaningful tasks and providing many opportunities for them to participate
at their functional levels will enable children to feel more efficacious, and to become contributing
members in mainstream classrooms.