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Essay / Research Paper Abstract
This 4 page report discusses the processes involved in teaching reading in developmental context and the situation in which a teacher must deal with a fifth grade boy who is new to the school, without any background records. The child has verbal skills but cannot read. The report considers the ways in which a teacher would provide instruction in word recognition, comprehension, and vocabulary. Bibliography lists 3 sources.
Page Count:
4 pages (~225 words per page)
File: D0_BWread5.rtf
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Unformatted sample text from the term paper:
unlocks worlds of information and imagination. The fact that a child, well call him "Joey," has made it to the fifth grade without being able to read is a sad
statement on the type of education he has received in his first four years of school. Unfortunately, because the student working on the problem has no records of the childs
previous educational experiences, he or she is starting out "fresh" in organizing a functional reading program for Joey and working with him to assure its success. Baseline Information
Working from the assumption that the new school has tested the boy and found that he does not have a physical problem or learning
disability such as dyslexia, the teacher will need to consider a number of options for Joeys program. The most important thing for the teacher to remember is that the "right"
approach is the one that works best for the individual child. There is no one best method of teaching reading. The approach that works best for one child may not
work for another. For example, a child may be strongly auditory. He hears and remembers the sounds letters make. For him, a phonics
program in which the starts out by learning letter sounds, how those sounds combine to make words, and then how the words fit into sentences and stories, is fine. For
another student who is primarily a visual learner, the "whole language" approach to reading will work better since children learn to read by listening to stories while looking at words.
Then they practice with the words from those stories, and then they learn to sound words out. The important point is that there is nothing wrong with either child or
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