READING DIFFICULTIES AND RESEARCH BASED READING PROGRAMS

Reading difficulties and Research Based Reading Programs



Reading difficulties and Research Based Reading Programs

Introduction

Reading is something that most people do, but think little about how they do it. In fact, few people actually remember how they learned to read. John Holt, the writer of 10 books, which were on early childhood education, argues that most children will learn to read in about 30 hours without any formal instruction if they have a comfortable environment in which they can read one-on-one with an adult. All models of learning have a common goal - the development of the individual student, the formation of his desire and ability to learn.

In addition to understanding a simple definition, people should know what are the most common difficulties and disorders that occur in students. It is essential to distinguish at least two terms, such as dyslexia and dyslalia.

Discussion

Teachers are often faced with the difficulty of motivation of some children's' desire to read. Teachers should find modes of parenting which is an affirmative mind-set to reading about their students. A commercial program is a device teachers use to assist inspire scholar reading.

Research Based Reading Programs

Teaching how to read is one of the essential content of the mother tongue is crucial in the present historical situation for various reasons. Among which are the following:

A) reading is part of the basic needs of learning beyond the classroom it enables people to participate in the world of work in decent conditions of individual and collective development

B) reading as a mechanism for access to a wide culture written allows think, in the context of the societies of knowledge in the exercise of citizenship as fully autonomous individuals, Democrats, ethical, open to the challenges of social development future.

Research on reading approaches for the elementary grades finds several programs with significant promise for increasing children's learning and school success that have direct applicability to Title I elementary schools. The evidence particularly supports the use of approaches such as cooperative learning, which provide extensive professional development to teachers to help them make their teaching more active, motivating, and interactive for all pupils. Particular uses of technology may also contribute to children's success, and tutoring approaches for struggling pupils can help them get off to a good start in school. What is most important about the evidence cited here is that it clearly indicates that Title I schools need not accept the current reading levels of young children. Proven, replicable approaches are available, and others along similar lines could develop. A judicious policy of using what works, while expanding the number and variety of available programs, could make a broad and meaningful difference in students' success during the crucial early elementary years (Fletcher, 2007).

Accelerated Reader Program

Accelerated Reader (AR) is a computer organized reading program for scholars in kindergarten through twelfth grade. It comprises of computerized multiple alternative checks for the reader's level. AR is a complementary device and has an influence on the motivation utilized by teachers and ...