Among the reasons that students gave that they do not enjoy reading was that they feared that they would not have the right interpretation of the text. In some cases students get very intimidated during group book discusses with the teacher. A typical middle school or high school literature class is carried out by the students reading a select passage of a book and then openly discussing it in class with the teacher. The teacher often asks the students to give an interpretation and meaning of the text that was read. They are also often asked to analyze the characters … Continue reading →

Previously I began discussing the last of the primary level reading classroom instruction. The article began focusing on students and teachers in the second and third grade classrooms. I began giving some details on how reading instruction at these levels should appear. Spelling and Writing At this age, students should be participating in many various writing activities. The teacher should encourage students to write for a variety of reasons and in a variety of forms. The children can take part in reports, poetry, creative stories, personal narratives, and more. The teacher should be pointing out spelling patterns and directing students … Continue reading →

Previously we have discussed the steps to beginning to read and factors that lead to better readers. However in many cases I will hear parents or teachers complain that the child reads but does not know or cannot answer questions about what has been read. Understanding the text that was read is reading comprehension. Many feel that reading comprehension is something that must come natural to a child. However reading comprehension can also be taught and strengthened through instruction. Research has indentified six areas that can help improve reading comprehension. Monitoring comprehension: In this area students learn to monitor their … Continue reading →

One major enjoyment that I receive from teaching kindergarten is having the opportunity to see children learn to read. It is a very rewarding experience to know that you have been a part of a concept that will open thousands of doors for these children. From my research and experience as a kindergarten teacher I have discovered that learning to read must come in the form of stages. Teachers cannot expect that the students will be on the same stage or in the same phase of reading at the same time. Therefore teaching children to read takes much individualized teaching … Continue reading →