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Graphical Representation of Learning to Read and Reading Comprehension

Student Number 630016313

How has my role as a reader developed?

My Reading Journey

I have always regarded reading as a love and passion of mine. The early enjoyment and precious memories of sharing a book with my parents at bedtime instilled the value and significance of reading.

My graphical representation demonstrates a fluctuation in my engagement of reading. Despite this trend, it can be explained by a period of time whereby I found difficulty in becoming immersed in text and not allowing myself the time to explore reading for myself. Nevertheless I rekindled my fascination of reading reassuring my views that reading is not only for academic success, empowerment and achievement but also for pleasure.

To observe the greater depth of my reading journey the trends observed could be analyzed to demonstrate how reading has changed for purpose throughout my life. It could be considered that the early stages of reading allows us to gain a perspective of the world and others around us, whilst notwithstanding the important aspect of enjoyment and the escapism into imaginary worlds. As we progress through our academic journey through school and thereon reading for me became a symbol of empowerment whilst also growing in the ability to understand ourselves and the perspectives of others.

My learning through engaging with this module so far has reaffirmed the vital role reading plays in developing the holistic attributes of a person. It has been apparent in my learning that reading for pleasure and empowerment occurs throughout the whole of ones life and that we should even in our adult lives support the ability of reading to allow escapism as well as educational progress. As a consequence of my learning within this module it is ever more apparent that we should consider and strongly value the opportunities that engaging in reading at a greater depth inspires.

Perceptions of myself as a Reader

Implications of

reading on

my own

professional practice.

My own professional practice has been enhanced by the learning within this module. I have always regarded reading as a high priority skill to secure and consolidate within the early years. However, more recently my studies have further encouraged me to implore to the children as well as parents within my setting the love and importance of reading for the all-inclusive development of a child. Reading has always been at the centre of my teaching however I have further development and extended this to allow my teaching to focus primarily on a book for our topic and extend an ethos of wonderment and exploration within our approach to learning.

Also significant has been the encouragement of children in sharing their favourite books and explaining their reasons why they like them, predicting, clarifying and highlighting key ideas and concepts they encounter within their reading. Adopting a critical attitude to reading it has allowed me to consider the value of providing opportunities for every day reading, engaging in quality time to enjoy books and realise their value and purpose both on a personal level as well as a collaborative opportunity.

My Reading Journey

Whilst I value the diverse purpose of stories at the same time I have over time and experience developed my own personal view of why stories are significant. For me stories are primarily viewed as a purpose for narrative retelling a theme that I access both personally and for professional purposes with regards to reading.

In conjunction with this view a key purpose of books in my role as a teacher is to encourage the use of text as a purpose for discovery and learning about the world around us. Similarly I hold reading for the imagination and escape extremely purposeful, this can encourage self reflection in the reader.

Whilst these are personal choices with regard to how I read and view stories, I also realise the importance of conveying messages and morals as well as the passing from generation to generation of traditional or cultural stories.

Underpinning all aspect of stories is the theme of communication and socialisation. It is noteworthy that reading promotes not only the above discussed points but also is responsible for promoting a range of skills in the reader.

What do stories

mean to me?

The Purpose of Reading to Me

Reading for Empowerment

Reading for Pleasure

Title

Questioning

Physical Interactions

Phonological

discrimination

Meta

Language

Reader, writer, creative thinker

How picture books develop sophisticated readers in decoding and comprehension

Repetition, Rhyme, Rhythm

Picture

Books

Prediction

Collaboration

Verbal, oral language development

Tactile

Visual

Text Experiences

  • To be able to understand that print carries meaning.

  • Collaboration, scaffolding, modeling and sharing books with adults.

  • Visual discrimination

Pre Reading Skills

  • Oral language development- dependent on how they are spoken to and the language they are exposed to.

  • Rich home family experiences- these vary according to home life.

  • Auditory discrimination eg are the babbles of babies repeated back and encouraged?

Strategies to Promote Reading

Learning to Read

Early reading stages in my opinion rely mostly on the visual cues of the text. However we must still hold regard for the social aspect involved in learning to read and the role played by the significant adult in scaffolding these visual interactions.

Whilst children in the younger primary years still reply on visual cues, in my opinion the skills of auditory discrimination play a more dominant role.

As we progress with our reading journey whilst we reply on all three visual, social and auditory skills I feel these vary in reliance, particularly according to text type as well.

Visual

Once children have developed the early stages of phonics, auditory discrimination plays a vital and key role in the development of their strategies to read and comprehend.

As older readers we still rely on the skills of auditory discrimination, however its prominence in early reading is significantly apparent.

Auditory

The social aspect in acquiring language and learning to read is significant throughout an individuals life. As a child, being spoken to and exposed to a range of vocabulary, listening to stories and seeing others read is key to obtaining to positive attitude to reading. However as an individual gets older they begin to use life experiences, social interactions and their accomplished pleasure in reading to make sense and comprehend what they are reading leading to a lesser reliance on the visual and perhaps auditory cues.

Social

Frequency of Strategy Used

How the Foundations of Learning vary

Bottom up Model

of Reading

The various models of reading that preceded the Simple View of Reading all acknowledge the various dominant strategies in reading and the skills required to read. By acknowledging comprehension and decoding to promote a competent reader, the Simple View of Reading recognizes that these two strands need to develop simultaneously.

Models of Reading

Top Down

Model of Reading

Interactive

Model of Reading

We must consider the misconception of decoding text but not necessarily being able to understand it. Therefore in order to achieve pleasure from the text we are reading comprehension alongside decoding is paramount.

Experienced readers are able to apply some inference both visually and from experience and worldly knowledge, however for younger or struggling readers lack of comprehension can lead of feelings of frustration and disengagement.

Acknowledgment that comprehension is not a singular feature is essential to understanding and making meaning of text. Whilst also regarding that comprehension can be a multiple leveled skill and can be reader led or text led in the challenges that it brings.

Comprehension

Dyslexia

ADHD

ASD

Recognition of disorders that affect an individuals ability to comprehend text effectively is essential, and as a consequence understanding of the strategies needed to support these children.

Barriers to Text Comprehension

Text Level can also affect comprehension to include: Vocabulary

Sentence structure and length

Elaboration

Coherence and unity linked to the structure of the text

Reader characteristics and experiences can hinder:

Familiarity of content and background knowledge required

An appropriate audience

High quality and engaging writing

My View

References

Bibliography

Arizpe, E. and Styles, M. (2016) Children Reading Picturebooks. London: Routledge.

Cain, K. and Oakhill, J.V. (1999) Inference Making Ability and Its Relation to Comprehension Failure in Young Children. Reading and writing, 11(5-6), pp. 489–503.

Cekaite, A. and Bjork-Willen, P. (2018) Enchantment in Storytelling: Cooperation and Participation in Children’s Aesthetic Experience. Linguistics and Education, 48: pp.52–60.

Cremin, T. (2011) Reading for Pleasure and Wider Reading. [ebook] UKLA Resources. Available at: https://ukla.org/downloads/November_11_Resource_TC_Reading_for_Pleasure.pdf [Accessed 14th March 2020]

Duke, N.K., Cartwright, K.B. and Hilden, K. (2016) Difficulties With Reading Comprehension, in Stone, C.A, Silliman, E.R., Ehren, B.J. and Apel, K. (eds.) Handbook of Language and Literacy Development and Disorder, 2nd Edition, pp. 451–468, Guildford, New York.

Freire, P. (2000) Pedagogy of the Oppressed. New York: Continuum.

Graves, M.F. and Graves, B. (2003) Assessing Text Difficulty and Accessibility. In Scaffolding Reading Experiences: Designs for Student Success, 2nd Edition Norwood CA: Christopher-Gordon, Chapter 9.

Rundell, K. (2019) Why You Should Read Children's Books, Even Though You Are So Old and Wise. London: Bloomsbury.

Short, K.G. (2012) Story As World Making. Language Arts, 90(1), pp.9–17.

Snow, C. (2002) Reading for Understanding, Rand Reading Study Group Santa Monica: RAND.

Soler, J. (2017) The politics of the teaching of reading. Prospects, 46, pp. 423–433.

Stuart, M., Stainthorp, R. and Snowling, M. (2008) Literacy As a Complex Activity: Deconstructing the Simple View of Reading. Literacy, 42(2), pp. 59–66. 

Teaching Times (2009) The Simple View of Reading – Explained. Available at: https://www.teachingtimes.com/articles/the-simple.htm [Accessed 13 March 2020].

Torgerson, C., Brooks, G. and Hall, J. (2006) A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling. London: DfES Research Report 711.

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