Literature review on reading skills
Using comprehension questions allows teachers to monitor student comprehension based on whether or not they can respond correctly to the questions.
Given the complexities of the visually distinct forms of letters upper case, lower case, printed formcurrent learning theory Adams, suggests that simultaneously teaching two versions of letters with their confusable sounds and labels may be overwhelming to the young child. In other words, you must be aware of your background knowledge.
For securely attached children, book reading was ultimately an enjoyable task, tied to learning improvement; for insecurely attached children, it was negative, with caregivers often using verbal and nonverbal cues to discipline behavior.
Shared book reading activities, such as dialogic reading Whitehurst et al.
Studymode local study review of related literature about reading comprehension
Phonological awareness should not be confused with phonics. The challenge has been finding the best way to increase the efficacy of reading instruction Van Keer and Pierre, Although some students may develop this awareness as they are learning how to read, the students with the most need are the ones who are least likely to develop that awareness Casanave, Likewise, they should make notice of all the background knowledge that is activated as they read especially any connections they can make to their own life and other texts they have read. Strategies like answering comprehension questions and graphic organizers do not fully show the gaps in comprehension that students may have. The other strategies that were surveyed provide ways for students to synthesize they information they gather from the text. Literature Review Literature Review Becoming a successful reader requires the mastery of many concepts from phonemic awareness to comprehension. This paper will review a number of scholarly literatures that give more details about fluency and reading comprehension. Knowledge becomes easier to access Neuman, , producing more knowledge networks. Children become more involved in sustained literacy play when objects are clustered together to create a schema or meaning network. Studies have shown that people can adjust their understanding of a culturally unfamiliar story to fit their own knowledge of culturally familiar stories, thus adjusting their schema to fit something unfamiliar Bartlett, , in Casavane, According to Bus, Van Ijzendoorn, and Pellegrini , children build a mental representation of their interactions with caregivers that influence their expectations and responses to activities.
Thus, this intervention revolved around teaching students about the value of metacognition as well as one strategy. Similarly Peisner-Feinberg and her colleagues Peisner-Feinberg et al. Verbal abilities are consistently the best predictors of later reading achievement Scarborough, Consequently, vocabulary size and vocabulary rate are important for lexical restructuring i.
Educators need to guide students to be able to read and understand what they have read.
Likewise, they should make notice of all the background knowledge that is activated as they read especially any connections they can make to their own life and other texts they have read. Although much more research is still needed about the ways in which English language learners develop literacy skills, this knowledge can help guide the development of further interventions.
Review of related literature about reading comprehension pdf
It suggests that although letter knowledge, phonological awareness, and concepts of print are initially important and should be taught, they lead only to temporary gains on skills, and do not predict long-term outcomes. To better understand the reasons why metacognition was chosen as the focus of this study, first other strategies will be discussed. The library community might consider focusing on language, vocabulary and its relationship to comprehension and reading success. Schema is defined as the background knowledge that we gain from prior experiences. 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. As a teacher I can not change the fact that the school principal has decided that students in seventh and eighth grade are not required to take a reading class In teaching reading, technology is one of the available effective approaches. We will emphasize the importance of differentiated 1. Similarly Peisner-Feinberg and her colleagues Peisner-Feinberg et al. Thus, this intervention revolved around teaching students about the value of metacognition as well as one strategy. Given the complexities of the visually distinct forms of letters upper case, lower case, printed form , current learning theory Adams, suggests that simultaneously teaching two versions of letters with their confusable sounds and labels may be overwhelming to the young child. Children who are English language learners experience each of these critical dimensions in the context of learning two languages, which only increases the complexity of the processes of language and literacy development. Children whose teachers engage them in rich dialogues have higher scores on tests of both verbal and general ability Whitehurst et al. Children with large vocabularies become attuned to these segments and acquire new words rapidly; children with smaller vocabularies may be limited to more global distinctions.
based on 86 review