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Essay / Research Paper Abstract
This is a 4 page paper discussing the teaching of reading comprehension and decoding skills especially in adolescent students. Reading is said to be primarily composed of two components: decoding (of particular words) and comprehension (of passages). In students with reading disabilities, educators need to focus on these two components in order for the students to progress in their reading skill, considered to be the most essential skill learned in school. While some researchers argue that reading comprehension and decoding are part of a progressive reading model and one component must be mastered before the next can be attempted, other researchers focus more so on what teaching skills can best be used to teach the vital components of decoding and comprehension. Adolescent students who struggle with reading have to go through the same instructional processes as younger readers in an attempt to improve their reading skills however older readers who have higher curriculum demands also must include additional learning strategies to increase their reading proficiency.
Bibliography lists 7 sources.
Page Count:
4 pages (~225 words per page)
File: D0_TJdecod1.rtf
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Unformatted sample text from the term paper:
on these two components in order for the students to progress in their reading skill, considered to be the most essential skill learned in school. While some researchers argue that
reading comprehension and decoding are part of a progressive reading model and one component must be mastered before the next can be attempted, other researchers focus more so on what
teaching skills can best be used to teach the vital components of decoding and comprehension. Adolescent students who struggle with reading have to go through the same instructional processes as
younger readers in an attempt to improve their reading skills however older readers who have higher curriculum demands also must include additional learning strategies to increase their reading proficiency.
Reading is considered to be made up of two essential components: decoding and comprehension. In fact, some researchers have represented reading by means of
a mathematical formula in that R = D X L, where R represents reading, D represents decoding , and L represents linguistic comprehension with each variable ranging from 0 to
1. If either D = 0 or L = 0 then R also = 0 (Aaron, Joshi and Williams, 1999). Reading comprehension is defined as "a process of constructing meaning
from written texts based on a complex coordination of a number of interrelated sources of information" and is considered as "the most important academic skill learned in school" (Mastropieri and
Scruggs, 1997). Decoding refers to an individuals ability to pronounce the written word, "either covertly or overtly by relating graphemes to phonemes" and is considered as one of the two
strategies used in word recognition with the other strategy being sight-word reading. Sight-word reading is considered to be more an aspect of skilled reading and is considerably faster than decoding.
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