Reading Engagement
The world of reading is composed of an array of literacy skills to help shape young minds become more sensitive toward the information presented in books and materials of distinct genres. Because of the dimensions this subject area contains that poses challenges for readers with different background knowledge and reading abilities, teachers have a greater responsibility in guiding students during the learning experience. The underlying skills students must demonstrate in order to apply information gained from reading is the ability to read fluently and comprehend what they are reading while make sense of the text. Though the causes of disengagement are not explicitly stated, research has highlighted the role of teacher expertise in the structure and components of reading, which can determine the outcome of student success. While other existing skills are essentially needed to aid the reading process, purposeful learning and student engagement can be developed through reading fluency and comprehension along with certain practical reading exercises in the classroom.
Blending reading practices with fundamental skills
There are several ways to successfully engage students in the reading process. Among some reading practices and strategies in the classroom, teacher knowledge and examples that have a considerable influence over student learning outcomes are evident. Researcher Sanden (2012) noted, “Teacher-modeled reading also provided rich opportunities for students to acquire behaviors that could enhance their independent reading experiences” (p. 432). In other words, learners can develop good reading habits to become skillful readers. Similarly, in the context of developing thinking strategies, Harvey and Goudvis (2013) stated that “we model how we sometimes lose track of meaning and drift off while reading, so they will understand that even proficient, adult readers sometime derail” (p. 432). Moreover, when teachers make mistakes whether intentionally or unintentionally, it is acceptable for students to experience failure sometimes as long clarification and understanding is addressed.
Over the course of reading, the nature of skills progresses from simple to complex. One of the first steps teachers must take in fostering competence is recognizing the present reading levels their students. Selecting and encouraging the appropriate level instructional type of text for students serves to accommodate them in their needs with some degree of difficulty (Sanden 2012; Stahl 2012). Therefore, when challenging texts becomes accessible to students, the engagement in reading increases. Furthermore, by discerning the types of texts that match students’ grade level or instructional level, the teacher can then provide suitable strategies for the students in solving reading problems or open-ended questions of that nature.
In relation to comprehension, researchers Malouf, Reisener, Gadke, Wimbish, and Frankel (2014) asserted that “fluency is necessary for this skill because a student is better able concentrate on the meaning of the material once the student is able to read quickly and accurately” (p. 270). To ensure active participation and success among students, student accountability is given through a certain degree of feedback. In early literacy, one of the valued reading fluency interventions stated by Malouf et al. (2014) is that “repeated reading increases fluency because it allows for the student to practice reading a passage aloud while still receiving some form of feedback” (p. 271). In gaining momentum of understanding, researcher Stahl (2012) also agreed that “repeated repeated of the same text can be used to promote gains in fluency and comprehension” (p. 50). Retrieving and analyzing information is attainable.
In generating deeper interpretations of the text, students can be involved in the lesson in many ways. With younger learners, a common goal that runs through the use of different reading practices such as independent and shared reading is the means to give teacher support during activities that encourages student participation and progression (Sanden 2012; Stahl 2012). Scaffolding activities for students in the intermediate grades tend to focus on comprehension skills. Henderson and Buskist (2011) claimed that discussion “provides the perfect medium for teachers to scaffold engagement, strategy use, and authentic ways to achieve deeper levels of understanding using think-alouds and modeling of what proficient teachers do” (p. 234). In essence, exchanging ideas in the form of teacher and peer interactions among different age groups is consistent with the views of literacy scholars.
Being aware of our strategic thinking and implementing it across our reading routines promote increased levels of comprehension and is beneficial to students’ reading development when they see the relevance in texts to real life situations. Scholars Kolić-Vehovec, Zubković, & Pahljina-Reinić (2014) contended that “the conscious use of these strategies during reading helps the reader to recognize the relevant information in a text and to activate relevant background knowledge, as well as to monitor and regulate learning strategies in order to enhance comprehension” (p.78). In other words, learning becomes more meaningful when students actively participate as they make connections to what they are reading. Moreover, students can approach a text more confidently while trying to sift through information that may be just or biased. Harvey and Goudvis (2013) stated that“understanding strategies and having the disposition to use them encourages students to take an active rather than a passive stance toward learning.” Additionally, the knowledge we gain from these experiences can be applied to practical circumstances in our everyday lives.
Conclusion
Across the professional literature of reading literacy, scholars have concurred on the principle of teachers being knowledgeable in the various areas of reading before imparting the adequate tools and techniques to students. Therefore, learning outcomes of students can be enhanced through sufficient teacher preparation and execution of such strategies which give rise to reading improvement. In modeling techniques that promote accomplished reading, teacher to student and student to student interactions can stimulate conversations that are beneficial in shaping the learning experience. Consequently, proper and effective feedback reading practices remains crucial. Finally, on a larger scale of educational goals, students are capable of bridging the gap between low-achievement scores in reading and in other content areas, which can altogether mold them into becoming well-rounded and global citizens.
The world of reading is composed of an array of literacy skills to help shape young minds become more sensitive toward the information presented in books and materials of distinct genres. Because of the dimensions this subject area contains that poses challenges for readers with different background knowledge and reading abilities, teachers have a greater responsibility in guiding students during the learning experience. The underlying skills students must demonstrate in order to apply information gained from reading is the ability to read fluently and comprehend what they are reading while make sense of the text. Though the causes of disengagement are not explicitly stated, research has highlighted the role of teacher expertise in the structure and components of reading, which can determine the outcome of student success. While other existing skills are essentially needed to aid the reading process, purposeful learning and student engagement can be developed through reading fluency and comprehension along with certain practical reading exercises in the classroom.
Blending reading practices with fundamental skills
There are several ways to successfully engage students in the reading process. Among some reading practices and strategies in the classroom, teacher knowledge and examples that have a considerable influence over student learning outcomes are evident. Researcher Sanden (2012) noted, “Teacher-modeled reading also provided rich opportunities for students to acquire behaviors that could enhance their independent reading experiences” (p. 432). In other words, learners can develop good reading habits to become skillful readers. Similarly, in the context of developing thinking strategies, Harvey and Goudvis (2013) stated that “we model how we sometimes lose track of meaning and drift off while reading, so they will understand that even proficient, adult readers sometime derail” (p. 432). Moreover, when teachers make mistakes whether intentionally or unintentionally, it is acceptable for students to experience failure sometimes as long clarification and understanding is addressed.
Over the course of reading, the nature of skills progresses from simple to complex. One of the first steps teachers must take in fostering competence is recognizing the present reading levels their students. Selecting and encouraging the appropriate level instructional type of text for students serves to accommodate them in their needs with some degree of difficulty (Sanden 2012; Stahl 2012). Therefore, when challenging texts becomes accessible to students, the engagement in reading increases. Furthermore, by discerning the types of texts that match students’ grade level or instructional level, the teacher can then provide suitable strategies for the students in solving reading problems or open-ended questions of that nature.
In relation to comprehension, researchers Malouf, Reisener, Gadke, Wimbish, and Frankel (2014) asserted that “fluency is necessary for this skill because a student is better able concentrate on the meaning of the material once the student is able to read quickly and accurately” (p. 270). To ensure active participation and success among students, student accountability is given through a certain degree of feedback. In early literacy, one of the valued reading fluency interventions stated by Malouf et al. (2014) is that “repeated reading increases fluency because it allows for the student to practice reading a passage aloud while still receiving some form of feedback” (p. 271). In gaining momentum of understanding, researcher Stahl (2012) also agreed that “repeated repeated of the same text can be used to promote gains in fluency and comprehension” (p. 50). Retrieving and analyzing information is attainable.
In generating deeper interpretations of the text, students can be involved in the lesson in many ways. With younger learners, a common goal that runs through the use of different reading practices such as independent and shared reading is the means to give teacher support during activities that encourages student participation and progression (Sanden 2012; Stahl 2012). Scaffolding activities for students in the intermediate grades tend to focus on comprehension skills. Henderson and Buskist (2011) claimed that discussion “provides the perfect medium for teachers to scaffold engagement, strategy use, and authentic ways to achieve deeper levels of understanding using think-alouds and modeling of what proficient teachers do” (p. 234). In essence, exchanging ideas in the form of teacher and peer interactions among different age groups is consistent with the views of literacy scholars.
Being aware of our strategic thinking and implementing it across our reading routines promote increased levels of comprehension and is beneficial to students’ reading development when they see the relevance in texts to real life situations. Scholars Kolić-Vehovec, Zubković, & Pahljina-Reinić (2014) contended that “the conscious use of these strategies during reading helps the reader to recognize the relevant information in a text and to activate relevant background knowledge, as well as to monitor and regulate learning strategies in order to enhance comprehension” (p.78). In other words, learning becomes more meaningful when students actively participate as they make connections to what they are reading. Moreover, students can approach a text more confidently while trying to sift through information that may be just or biased. Harvey and Goudvis (2013) stated that“understanding strategies and having the disposition to use them encourages students to take an active rather than a passive stance toward learning.” Additionally, the knowledge we gain from these experiences can be applied to practical circumstances in our everyday lives.
Conclusion
Across the professional literature of reading literacy, scholars have concurred on the principle of teachers being knowledgeable in the various areas of reading before imparting the adequate tools and techniques to students. Therefore, learning outcomes of students can be enhanced through sufficient teacher preparation and execution of such strategies which give rise to reading improvement. In modeling techniques that promote accomplished reading, teacher to student and student to student interactions can stimulate conversations that are beneficial in shaping the learning experience. Consequently, proper and effective feedback reading practices remains crucial. Finally, on a larger scale of educational goals, students are capable of bridging the gap between low-achievement scores in reading and in other content areas, which can altogether mold them into becoming well-rounded and global citizens.