Need Help With This Assignment?

Let Our Team of Professional Writers Write a PLAGIARISM-FREE Paper for You!

SUBMIT YOUR ASSIGNMENT

Education, Pages: 2

Article Review on How Kids Learn to Read

Article Review on How Kids Learn to Read

Children incorporate different skills that help them to recognize print letters and associate them with specific sounds when learning to read. For the kids to develop reading skills, they require a lot of practice, which enhances their brain development (Jones & Christensen, 2022). Some kids learn to read easily despite the instructions provided in their learning institutions, while most of them require explicit directions and regular practice to develop their reading skills. The teachers should understand kids’ learning ability, which influences the teaching instructions and methods. Contrary to how kids learn to speak through listening experiences as other people talk, learning to read requires teaching systematic phonics (Grigorenko et al., 2020). Children learn to read when they can recognize letters and connect them to sounds. Thus, learning to read incorporates numerous skills and knowledge.

Ten Key Terms

  1. Phonics: The relationships between the letters of a written language and the sounds of spoken language.
  2. Phonemes are the smallest units of spoken language.
  3. Grammar: The whole system and structure of a specific language.
  4. Punctuation: A set of symbols used to separate and organize sentences, making it easy to understand their meaning.
  5. Phonemic awareness: The ability to identify and use individual sounds in spoken words.
  6. Semantics are the meaning of a word, sentence, or phrase.
  7. Syntax is the structure of a sentence or the arrangement of words and phrases to create a meaningful sentence.
  8. Graphophonics: The knowledge of sound-letter relationships, comprising the visual appearance of words, including the word spelling patterns.
  9. Phonological awareness: The ability to recognize and manipulate the spoken parts of words.
  10. Graphemes: The combination of one or more letters.

Summary

According to Schwartz and Sparts (2019), teaching systematic phonics is the basis of their learning process of how to read words. The article depicts that researchers have varying thoughts on the reading process. Some researchers believe that reading is a natural process similar to speech development. The researchers suggest that if the kids are given effective learning materials, they can quickly learn to read independently. Other researchers believe that the reading process is a series of strategic guesses. If the children are empowered with these strategies, their learning ability increases. However, research shows that reading is neither a natural process nor a strategic guessing practice. Reading does not only involve phonics; learning to read requires a kid to connect letters to their sounds and recognize the print of a specific text. Kids need a more profound background understanding and vocabulary knowledge to remember the words they read (Schwartz & Sparts, 2019). Additionally, the kids need to develop an automatic recognition of most words to read a specific text fluently, considering the sentence structure, punctuation, and grammar. Phonics instructions are essential for becoming a reader. Basic word segmentation and blending skills play a vital role in helping the student recognize specific words. Also, letter-sound recognition helps children decipher words, which enables them to become fluent readers and enhance their understanding of a given text.

Implication for Teaching

The article by Schwartz and Sparts on “How do kids learn to read? What the science says” has provided effective information on developing students’ reading skills. I anticipate integrating the teaching skills acquired from the article to foster a smooth learning process for my students in the future classroom. I acknowledge that phonemic and phonological awareness skills are essential in developing a child’s reading skills. I understand that learning to read requires many skills beyond learning to speak. First, I will help the students understand a word’s different parts, including the phonemes, syllables, and onset-rime. Once the students understand word formation, I will introduce them to show sentences and help them to practice reading them. I will incorporate effective teaching aids, such as pinning vocabulary charts on the wall of the most used words, to give the students better exposure to the words. During the reading practice, the students will identify different punctuation incorporated in each sentence and help them to recognize their effectiveness. I will incorporate effective teaching strategies, such as differentiated instructions, game learning activities, and multisensory strategies, to address the needs of each student. Also, I will assess the student’s reading ability by encouraging read-aloud practices in the class activity. The assessment will help to address students’ weaknesses.

Conclusion

Learning to read and write are significant goals in academic skills development. Educators should understand that students have different abilities to read and write. Understanding students’ abilities informs teachers on the best teaching practices and strategies to incorporate in the classroom to integrate expected skills and acquire standard skill levels for all students. The reading process involves teaching systematic phonics to help students recognize and connect different letters and sounds. Moreover, students should be exposed to commonly used vocabulary to enhance their learning ability. The students strengthen their reading fluency through regular practice, improving their reading skills.

References

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37.  https://doi.org/10.1037/amp0000452

Jones, M. E., & Christensen, A. E. (2022). Learning to Read. In Constructing Strong Foundations of Early Literacy (pp. 33-46). Routledge.

Schwartz, S., & Sparks, S. D. (2019, October 4). How do kids learn to read? What the science says. Education Week, 1-11. Retrieved from https://www.edweek.org/ew/issues/how-do-kids-learn-to-read.html?override=web&print=1

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

Question 

Article Review on How Kids Learn to Read

Article Review on How Kids Learn to Read

For this third (and final) Article Assignment, you will read “How Do Kids Learn to Read? What the Science Says”

Download “How Do Kids Learn to Read? What the Science Says” from Education Week.  The Education Week website link to this article Links to an external site. https://www.edweek.org/teaching-learning/how-do-kids-learn-to-read-what-the-science-says/2019/10?override=web  has a great video that I recommend you watch.  After you read the article, you will identify ten keywords that you think are important for a professional reading educator to understand (that were given in the article).  You will list and define these ten keywords.  Next, you will summarize the article (in your own words, making appropriate citations).  Last, you will reflect and propose instructional applications of the information within your future classroom.  Your work must be typed in the correct layout and organized & following the guidelines within the Article Review Format Assignment Download Article Review Format Assignment that is also in the “Pages” section of this course shell.  Also, make sure that you read the Article Review Assignment Rubric.

Objective(s):

Pre-service candidates will…

  • Use early literacy assessment information to plan and evaluate instruction. Apply the Simple View of Reading: Decoding x Language = Reading Comprehension to identify the lowest deficit skill.  (KS 7)
  • Know reasonable goals and expectations for learners at various stages of reading and writing development. (KS 15)
  • Understand and explain types of assessments (specific to early literacy skills) and their purposes, strengths, limitations, and national norms associated with certain skills. (KS 5)
  • Select, develop, administer, and interpret early literacy assessments-both traditional print and electronic-for specific purposes (formative, summative, diagnostic, progress monitoring, etc.). (KS 6)

as evidenced by completing 1. required readings & textbook exercises (in texts & the instructor’s notes) then conversing within discussions; 2. reflecting on classroom practices observed within residency and instructional video demos;  3. an article review on the topic of phonics; 4. a DAR of a Phonics Screener (Really Great Reading, 2010 or Hasbrock & Parker, 2001) and use the data from this phonics assessment (by viewing a video demo) for future lesson planning.

Important reminders of this week’s requirement(s): 

Required Reading(s):

  • Phonics within the “Rope” Model; The Alphabetic Principle; How we read new words; History of phonics; Evolution of research-based instruction; Where we are now; Contrasting approaches; Who needs phonics and how do we know? Where else is the evidence to support the value of phonics?
  • The Reading Sourcebook: none
  • What Works Clearinghouse: Practice Guide for Foundational Skills to Support Reading for Understanding in Kinder Through 3rd Grade pages 22-25
  • Teach students to decode words, analyze word parts, and write and recognize words.
  • To read these pages, you can click this link to the WWC Practice Guide Links to an external site.