Pedagogy
Prior knowledge acts as a lens through which we view and absorb new information. It is a composite of who we are, based on what we have learned from both our academic and everyday experiences. (Kujawa and Huske, 1995)
There is a shift in the teaching of reading between the third and the fourth grade. In third grade students are learning to read and in fourth grade students and reading to learn. There is some research into adolescent reading instruction by Joan Sedita. She discusses that students need to continue to get reading instruction even after 3rd grade. With the National scores in reading on the decline for students in grades four through twelve there needs to continue to be some reading instruction.
It is my belief that increasing reading instruction to 8th grade students needs to include the best practices in reading. This will increase comprehension. I will also use these same practices and apply them to online reading. Students should be able to transfer this knowledge about reading to their online practice.
Along with the strategies below I will also use the think-aloud strategy. This strategy is taught so that as the teacher reads she/he tells the student what they are thinking. to make their thinking visable.
"Highlighting the importance of comprehension instruction, the NRP (2000) found research evidence for the following eight reading comprehension strategies.
1,Comprehension monitoring in which the reader learns how to be aware or conscious of his or her understanding during reading and learns procedures to deal with problems in understanding as they arise.
2. Cooperative learning in which readers work together to learn strategies in the context of reading.
3.Graphic and semantic organizers, which allow the reader to represent graphically (write or draw) the meanings and relationships of the ideas that underlie the words in the text. Highlighting the importance of comprehension instruction, the NRP (2000) found research evidence for the following eight reading comprehension strategies.
4. Story structure from which the reader learns to ask and answer who, what, where, when, and why questions about the plot and, in some cases, maps out the time line, characters, and events in stories.
5.Question answering in which the reader answers questions posed by the teacher and is given feedback on the correctness.
6. Question generation in which the reader asks himself or herself why, when, where, why, what will happen, how, and who questions.
7. Summarization in which the reader attempts to identify and write the main or most important ideas that integrate or unite the other ideas or meanings of the text into a coherent whole.
8. Multiple strategy instruction in which the reader uses several of the procedures in interaction with the teacher over the text. Multiple- strategy teaching is effective when the procedures are used flexibly and appropriately by the reader or the teacher in naturalistic con-texts." (Molly K. Ness, Ph.D.)
There is a shift in the teaching of reading between the third and the fourth grade. In third grade students are learning to read and in fourth grade students and reading to learn. There is some research into adolescent reading instruction by Joan Sedita. She discusses that students need to continue to get reading instruction even after 3rd grade. With the National scores in reading on the decline for students in grades four through twelve there needs to continue to be some reading instruction.
It is my belief that increasing reading instruction to 8th grade students needs to include the best practices in reading. This will increase comprehension. I will also use these same practices and apply them to online reading. Students should be able to transfer this knowledge about reading to their online practice.
Along with the strategies below I will also use the think-aloud strategy. This strategy is taught so that as the teacher reads she/he tells the student what they are thinking. to make their thinking visable.
"Highlighting the importance of comprehension instruction, the NRP (2000) found research evidence for the following eight reading comprehension strategies.
1,Comprehension monitoring in which the reader learns how to be aware or conscious of his or her understanding during reading and learns procedures to deal with problems in understanding as they arise.
2. Cooperative learning in which readers work together to learn strategies in the context of reading.
3.Graphic and semantic organizers, which allow the reader to represent graphically (write or draw) the meanings and relationships of the ideas that underlie the words in the text. Highlighting the importance of comprehension instruction, the NRP (2000) found research evidence for the following eight reading comprehension strategies.
4. Story structure from which the reader learns to ask and answer who, what, where, when, and why questions about the plot and, in some cases, maps out the time line, characters, and events in stories.
5.Question answering in which the reader answers questions posed by the teacher and is given feedback on the correctness.
6. Question generation in which the reader asks himself or herself why, when, where, why, what will happen, how, and who questions.
7. Summarization in which the reader attempts to identify and write the main or most important ideas that integrate or unite the other ideas or meanings of the text into a coherent whole.
8. Multiple strategy instruction in which the reader uses several of the procedures in interaction with the teacher over the text. Multiple- strategy teaching is effective when the procedures are used flexibly and appropriately by the reader or the teacher in naturalistic con-texts." (Molly K. Ness, Ph.D.)