Ideal Reading Program for First Grade - Coursework Example

Ideal Reading Program for First Grade Phonemic Awareness and Language Acquisition It facilitates concentration (hearing, identifying, and usage) and this brings about understanding concepts in speech language and writing. The topic focuses on understanding key terms as used in definitions, knowing what they mean and using them accordingly. Language use is more than just talking; it is about understanding definitions and how they relate to speech. It concentrates on sensitivity of sounds as used in words (Gillon, 2012). Apart from focusing on the smallest units of sounds, it also focuses on larger units such as rimes and syllables. Its relation to “put reading first” is that in following this rule, children are taught about blending and segmentation. They also learn about the sounds and how they relate to the spoken words. Individual sounds in spoken language are called phonemes (Gillon, 2012). This is where the teacher says a word phoneme by phoneme, which the students repeat in sequence. Segmentation involves a teacher saying a word and the students dividing the words into phonemes. They learn about rhythm (Armbruster, Lehr, & Osborn, 2001). Effectiveness Learning phonemic awareness and language acquisition is important to first grade students since it enables them to develop communication skills that they used throughout their stay in school. It helps the students to learn skills that will enable them to be professional. Most of the first grade students do not know the basic communication skills and the proper use of sounds in words they use. Learning phonemics enables the students to become sensitive, attentive and more aware of speech. 2. Phonics It facilitates better reading and writing language skills. Phonics enhances phonemic awareness in that with the ability to hear, identify, and use basic units of language, the students can be able to read and write appropriately. It combines sound and spelling and teaches the relation between the two. It uses the alphabetic principle where the sounds of letters and the letters themselves are related with each other. Word reading becomes enhanced since there is the use of both sound and their relation to the letters (Villaume & Brabham, 2003). Its relation to “put reading first” is that in following this guideline, there is the learning of how sound of spoken language and letters of written language relate. The children are taught this relation from an early age. The use of this is that the children are able to recognize and identify words quickly and instantly. Word study instruction involves phonics instruction and is a major in-text feature that enables grown-up children to acquire knowledge on phonics and use it in reading and writing. They learn about prefixes, suffixes, and word roots that they use while reading and writing. There is also the learning of rapid word recognition, and this helps the children in getting the real purpose of reading (Armbruster, Lehr, & Osborn, 2001). Effectiveness Learning phonics in the first grade creates the foundation based on teaching students to read, relate, and write. It ensures that students pick up from non-effective reading to effective reading. The students are able to become more confident and composed. It also helps in ensuring that students write meaningful work, and also brings the students closer to being fluent, able to use vocabulary appropriately and understand comprehensions (Armbruster, Lehr, & Osborn, 2001). 3. Fluency This is the perfection of speech, reading, and writing; in speech, there should be the flow of words effortlessly while speaking, in reading there should be easy understanding and reading of the language, while in writing there should be the ability to express ideas and feelings clearly in the text. Fluency brings about the floe, following and proficiency in a language. It is the ability to think of ideas quickly and diversely, and being understood by the listeners. It is not a necessity in language, but it is sufficient . Effort must be put into practicing fluency (Kostewics, 2012). Its relation to ‘put reading first’ is that there is the children are taught how to read accurately and quickly. They are taught how to recognize words without wasting time, collecting words together in order to help them know how what the words mean as they are reading. The children learn about the importance of smooth and expressive reading. Lack of fluency means that the reading is slow and boring, reading text word by word, which can be tiresome. Children taught about fluency increase their chances of reading their own school material fluently (Armbruster, Lehr & Osborn, 2001). Effectiveness Learning fluency enables students to be knowledgeable and perfect in language. This helps them in their courses because as they progress to other levels, they are introduced to doing projects and presenting these projects in the form of speech or hand written reports. Getting to learn fluency at this young stage in school life equips them with the necessary skills to present such work fluently (Armbruster, Lehr & Osborn, 2001). Fluency enhances communication between students and professors, as many are graded according to their performance. 4. Vocabulary It is also known as word realization. These words define an individual. It is important in communication and the acquiring of knowledge. Vocabularies are words in English that can relate to an individual. Vocabulary knowledge enables elaboration and connection among people. It is also the understanding of the meanings of certain words and their correct use. Vocabulary of an individual develops as one continues to grow, meaning that use of vocabulary continues after school (Kesler, 2010). In “put reading first,” the children are taught about the importance of words, how to listen, read them and how to write them accordingly. This helps in comprehension of words that the children use at school. Poor readers lack the knowledge about vocabulary, and this means that they do not get the meaning of what they read. Vocabulary learning enables children to read more since they get to understand and appreciate the meanings of words. Vocabulary is taught in two ways: indirectly and directly. The indirect way is where the teaching is through hearing and seeing words, by talking and hearing, while the direct way is where they learn from parents and the teachers and where they are taught the meaning of words by them (Armbruster, Lehr & Osborn, 2001). Effectiveness Learning vocabulary aids the students to know words, their context, and ways of applying them. Vocabulary learning helps the students focus more on producing meaningful words in their writing and reading. It enhances the degree and extent of knowledge in the students and ensures mental and academic growth in the students. 5. Comprehension It means understanding a certain text or script. Comprehending an article or text means that there is knowledge available about the words written and how they bring about the message. Comprehension is about recognition of words, their meanings, and the manner in which they bring out the correct message. It is about analyzing the words in the text in a quick and effortless way. The main concepts and ideas are what matters most while reading comprehensions (Hedin, Mason, & Gaffney, 2011). In “put reading first,” children are taught how to get the meaning of what they are reading, and understand what it is about. Comprehension, or understanding, and phonics relate in a way. This means that it is important for children to know the sounds of words and to understand the words because without doing that, reading is just but a waste of time. Children are taught about comprehension using strategies and plans in order to acquire meaning. They use what they know already to have a clue on the context of the book and pay keen attention to the composition of the text (Armbruster, Lehr, & Osborn, 2001). Effectiveness Learning comprehension enables students to analyze, recognize, and understand texts and messages. It enables students to progress effortlessly to other levels. Understanding concepts enables students to learn more easily and quickly, where they gain the skills such as analyzing and summarizing texts, thus understanding their structure. There are certain concepts that are observed in comprehension TWA, which stand for: Think before reading (purpose, knowledge before reading and thereafter). While reading (speed, linking knowledge and rereading parts). After reading (main idea, summarization and information gained). References Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: National Institute for Literacy. Gillon, G. T. (2012). Phonological awareness: From research to practice. New York: Guilford Publications. Hedin, L. R., Mason, L., & Gaffney, J. (2011). Comprehension strategy instruction for two students with attention-related disabilities. Preventing School Failure: Alternative Education for Children and Youth, 55(3). DOI:10.1080/1045988X.2010.499393. Kesler, T. (2012). The reading teacher. Journal of Adolescent & Adult Literacy, 64(4), 272–277. Online ISSN: 1936-2714. Kostewics, D. (2012). Implementing systematic practice to build reading fluency via repeated readings. New England Association Journal. Villaume, S. K., & Brabham, E. G. (2003). Phonics instruction: Beyond the debate. Questions and Answers. Retrieved on October 7, 2012 from http://towsonpdclass.wikispaces.com/file/view/Phonics+instruction+beyond+debate.pdf. Read More