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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.
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.
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.
Questioning
Physical Interactions
Phonological
discrimination
Meta
Language
Reader, writer, creative thinker
How picture books develop sophisticated readers in decoding and comprehension
Repetition, Rhyme, Rhythm
Prediction
Collaboration
Verbal, oral language development
Tactile
Visual
Text Experiences
Pre Reading Skills
Frequency of Strategy Used
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.
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