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Kamis, 14 Agustus 2014

Exploring Books With Babies

Learning Benefits

Hover over each Learning Benefit below for a detailed explanation.

Literacy

Expert's Pick

Pat the Bunny

by Dorothy Kunhardt

Learn More

Babies don't so much read books as explore them. It's not about the words, the story, or the sound of your voice. It's not about the pictures. It's not about the physical book itself. It's actually about all of the above, combined. Babies use all their senses to take in a book. Your job is to keep your mind open to the possibilities — a book can be just as satisfying as reading it — and have fun. It can take a lot of patience to get through even a short picture book with a baby, but you'll be rewarded with a child who's received an excellent start to literacy — and life. Here are some dos and don'ts for you and your budding reader:

Do:

Expand your child's "library." Very little babies have no real idea what you're reading, so why not read aloud to her from whatever you're reading, like a novel or a magazine? That way you both get to hear terrific stories together.
Expose her to art. Show your baby pictures from the family photo album or a coffee table art book — just be careful she doesn't grab precious pages! Babies enjoy looking at images and respond well to simple, high-contrast pictures.
Get tactile. Touch-and-feel books, like the classic Pat the Bunny, are great sensory as well as literary tools. Guide your baby's hand over various textures while you read.
Follow your baby's lead. Some babies like to open and close books, hand them back to you, or stack them like blocks. That counts as "reading" too. The more you use books for fun, the more likely she'll see that they are an enjoyable part of her daily life.
Keep books handy. Stow board books in your stroller, diaper bag, car, near the highchair, at the changing table, or even in the bathtub (there are some wonderful waterproof bath books). You'll always have a book ready to distract and entertain.
Read enthusiastically. Use silly voices, make animal sounds, and read with drama.
Hand your baby a book. When your baby's reached the "grabbing" stage, he's likely to take the book out of your hands. Let him; just have a couple books on hand so you can switch back and forth and read them all at once.
Be prepared to repeat, and repeat, and repeat. Babies often get stuck on a particular favorite, and will zoom right to that book on the shelf even if you offer others. Repetition and familiarity are soothing to babies and toddlers. Let her have her way — she'll pick a new favorite soon enough.
Point to pictures. For your pre-literate baby, illustrations are just as important (sometimes more so) than words. Don't feel you have to read every page every time, but do point at the pictures ("Look at the green car!" "Where's the moon?") as you flip pages.
Join the public library. It's a great way to expand your reading repertoire. You can join story-time groups and classes and meet other families.

Don't:

Take it personally when baby rejects reading. Your infant may have seemed relaxed and ready to settle in to "read" with you, but after one page he starts squalling. Just put the book aside; he'll have a better moment again soon.
Stop your baby from mouthing books. This is one of the ways your baby explores books; it's part of how she learns about everything in her world.
Be surprised when your toddler crawls away. Two things to remember about a toddler: he is more interested in moving than sitting still, and he can still hear you. Keep reading — he'll come back (and if not, you can try again later).
Get mad at ripped pages. Has she ripped off a dinosaur's head? Don't get upset with her. Babies are stronger than most books! Plenty of baby-friendly board books are made just for the purpose of being gnawed and chewed. Just refrain from giving children under 2 pop-up books and from reading "good" books that you'd like to save for when she's older. Toddlers may be interested in helping you fix torn books. Keep some tape handy for repairs.
Think you have to finish every book you start. For your baby or toddler, the process is more important than the outcome. You may not have reached the end of the book, but you did share some nice reading time together.
Give away baby books prematurely. Even when he grows into the next stage, he may like to revisit her old, gummed, and torn favorites.
Read at the same pace all the time. Speed up or slow down, depending on your baby's interest.
Underestimate your baby. You may not be able to see it right away, but your baby is profiting sensually, intellectually, and socially thanks to your reading.

Facts About Reading Aloud

Reading Aloud:

www.rif.org › Home › Literacy Resources › Articles › Reading Aloud

Facts About Reading Aloud

Reading Aloud Important, but Too Many Children Neglected

Reading aloud to children is vital because it helps them acquire the information and skills they need in life:

Knowledge of printed letters and words, and the relationship between sound and print.
The meaning of words.
How books work, and a variety of writing styles.
The world in which they live.
The difference between written language and everyday conversation.
The pleasure of reading.

Reading to young children promotes language acquisition and literacy development and, later on, achievement in reading comprehension and overall success in school. The percentage of young children read aloud to daily by a family member is one indicator of how well young children are prepared for school. Yet, recent studies on family reading suggest too many youngsters go without the benefit of a family member reading to them.

The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) collected information on children who were born in 2001 and focused on several aspects of early childhood development, including interactions between young children and their families and the ways by which parents raise, nurture, and prepare their children for school. Data were collected on the children as infants (at about 9 months old), then as toddlers (at about 2 years old), and again as preschoolers (at about 4 years old).

At each age, between one-third and one-half of these children were read to daily by a family member. In addition, approximately one-fourth of children at each of these ages were told stories daily, and between one-half and three-quarters were sung to daily.
In general, at all ages, a higher percentage of White children had family members who read to them daily than did children of other races/ethnicities.
A higher percentage of Asian children were read to than Hispanic and American Indian/Alaska Native children at all ages, and than African American children at ages 2 and 4 (with rates not measurably different at 9 months of age).
Forty-one percent of White, 26 percent of Asian, 23 percent of African American, 21 percent of Hispanic, and 18 percent of American Indian/Alaska Native 9-month-olds had family members who read to them daily.
Overall, a smaller percentage of children in poverty were read to, told stories, or sung to daily by a family member than children at or above poverty.
In general, levels of maternal education were positively related to the percentage of children who were read to, told stories, or sung to daily.
A smaller percentage of children whose families spoke a language other than English in the home were read to, told stories, or sung to daily than children whose families spoke primarily English in the home.

Source: U.S. Department of Education.

Read Aloud in Any Language

Reading Aloud to Your Child: The Loving, Personal Gift

Reading With Your Child

Rabu, 13 Agustus 2014

Developing Reading Skills in Young Children

Dr. Reid Lyon discusses how children develop reading skills and what parents can do to help.

www.greatschools.org › ... › Reading

By Diana Moore, M.L.S.
Dr. Reid Lyon is a research psychologist and serves as Chief of the Child Development and Behavior Branch at the National Institute of Child Health and Human Development (NICHD) within the National Institutes of Health (NIH). He also serves as the Director of Research Programs in Reading Development and Disorders, Learning Disabilities, Language Development and Disorders, and Cognitive Neuroscience. Dr. Lyon delivered this lecture on February 20, 1999 in San Francisco.

How many children experience difficulties learning to read?

Approximately 20 to 30 percent of school-age children have difficulties learning to read. About 15 million youngsters do not have access to the wonders of books and other kinds of texts for learning and enjoyment. Almost as many girls as boys experience difficulties learning to read. Boys seem to be identified as reading disabled more readily because they tend to be more active and boisterous than their female agemates. While these estimates are alarming, they are on the conservative side.

Are there social and emotional consequences of not learning to read?

Indeed there are. If you observe children with reading difficulties, many negative effects become apparent. During the early grades, their difficulties are quite embarrassing to them. This humiliation leads to a predictable decrease in motivation and self-esteem. Children are easily frustrated and ashamed of their difficulties once they notice that many of their classmates read so effortlessly. As the youngsters mature, many of them drop out of school, and of those who manage to graduate from high school, less than two percent attend a four-year college.

What kinds of skills are required to learn to read?

Skilled reading requires the integration of several skills and abilities. You cannot learn to read an alphabetic language like English unless you understand that the words that you hear contain smaller sounds called "phonemes." Phonemes cannot actually be "heard" by the ear because when we speak, the sounds in each syllable and word are folded into one sound to permit rapid communication. Thus, when speaking the word /cat/, the ear hears one sound, not three as in /c/ /a/ /t/. Many readers must be taught "phoneme awareness" if it does not come easily to them.
Understanding that spoken words are composed of phonemes is critical because in beginning reading, new words are decoded by linking the phonemes to the letter symbols. Once children learn how to apply sounds to letter symbols, they must practice the process to ensure that their reading becomes rapid and fluent. Reading requires phoneme awareness, phonics, reading fluency, and comprehension skills. Each of these skills is necessary and none are sufficient in their own right. They must be integrated and applied in text through consistent and frequent practice. Learning to read is not a natural process - it requires systematic and well-informed instruction.

What are some common signs of reading problems?

Most reading problems can be observed when the child attempts to read out loud. You will notice a labored approach to decoding or "sounding out" unknown or unfamiliar words. Reading is typically hesitant and characterized by frequent starts and stops. If asked about the meaning of what was just read, the individual frequently has little to say. Not because he or she isn't smart enough: in fact, many people with reading problems are very bright. Poor comprehension occurs because they take too long to read the words, leaving little energy for remembering and understanding what was read.

Selasa, 12 Agustus 2014

Comprehension Techniques

Previewing

readingprograms.org/...reading.../comprehension-

Previewing material before beginning to read allows students to get the most out of their reading. Previewing builds comprehension by helping students recognize main ideas and anticipate what’s coming next. It also helps readers decide which strategies to use, as well as what they need to read and what they can skip. Sometimes, readers may even decide that they have gained enough information from the preview and don’t need to read at all.
Students learn different ways to preview material, depending on their reader’s purpose and the features of the material. All previews have in common looking at information at the beginning of the reading, such as the introduction, as well as information at the end of the reading. Depending on the level of detail a reader needs, it may also be helpful to look at the material in the middle of the book or article. Any time students preview, they look for information about the book’s subject, the author’s purpose, and how the author has organized the information to accomplish his or her purpose.

Reporting Techniques

Reporting techniques help students keep track of and recall information as they read. Students use these techniques to actively work through authors’ ideas and put them into their own words, either orally or by taking notes. When they do this, students are better able to identify main ideas and follow complex trains of thought. In addition, talking about or writing down what they have read helps students lock information into their memory. Reporting techniques also help readers stay focused and provide opportunities to check and make sure they understand what they’re reading.

Note-Taking Techniques

Taking notes is an important part of reading smarter. Note-taking builds comprehension, since condensing information into clear, concise notes helps students understand the information. It also helps them stay focused when working in dense and/or dry material. Note-taking improves recall because actively thinking about and writing down information helps students remember it better. Finally, notes give students a resource to use for studying. If they take good notes they don’t have to reread the entire text.
Students learn several approaches to taking notes, including how to effectively take notes in the book, and how to create useful notes in list and outline form. The key to taking good notes is using an active approach. Before taking notes, students think about why they are taking them. Do they need to learn facts and information for a test? Understand the author’s ideas? Learn a new skill?

Reading helps to shape our most deeply held values.

Seven Strategies to Teach Students Text Comprehension

By: C.R. Adler

www.readingrockets.org/article/3479

Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. The seven strategies here appear to have a firm scientific basis for improving text comprehension

1. Monitoring comprehension

Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.

Comprehension monitoring instruction teaches students to:

Be aware of what they do understand
Identify what they do not understand
Use appropriate strategies to resolve problems in comprehension

2. Metacognition

Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read.

Students may use several comprehension monitoring strategies:

Identify where the difficulty occurs"I don't understand the second paragraph on page 76."
Identify what the difficulty is"I don't get what the author means when she says, 'Arriving in America was a milestone in my grandmother's life.'"
Restate the difficult sentence or passage in their own words"Oh, so the author means that coming to America was a very important event in her grandmother's life."
Look back through the text"The author talked about Mr. McBride in Chapter 2, but I don't remember much about him. Maybe if I reread that chapter, I can figure out why he's acting this way now."
Look forward in the text for information that might help them to resolve the difficulty "The text says, 'The groundwater may form a stream or pond or create a wetland. People can also bring groundwater to the surface.' Hmm, I don't understand how people can do that… Oh, the next section is called 'Wells.' I'll read this section to see if it tells how they do it."

3. Graphic and semantic organizers

Graphic organizers illustrate concepts and relationships between concepts in a text or using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs, charts, frames, or clusters.
Regardless of the label, graphic organizers can help readers focus on concepts and how they are related to other concepts. Graphic organizers help students read and understand textbooks and picture books.

Graphic organizers can:

Help students focus on text structure "differences between fiction and nonfiction" as they read
Provide students with tools they can use to examine and show relationships in a text
Help students write well-organized summaries of a text

Here are some examples of graphic organizers:

Venn-Diagrams (29K PDF)*Used to compare or contrast information from two sources. For example, comparing two Dr. Seuss books.
Storyboard/Chain of Events (29K PDF)*Used to order or sequence events within a text. For example, listing the steps for brushing your teeth.
Story Map (19K PDF)*Used to chart the story structure. These can be organized into fiction and nonfiction text structures. For example, defining characters, setting, events, problem, resolution in a fiction story; however in a nonfiction story, main idea and details would be identified.
Cause/Effect (13K PDF)*Used to illustrate the cause and effects told within a text. For example, staying in the sun too long may lead to a painful sunburn.
Click here for more free graphic organizers.

4. Answering questions

Questions can be effective because they:

Give students a purpose for reading
Focus students' attention on what they are to learn
Help students to think actively as they read
Encourage students to monitor their comprehension
Help students to review content and relate what they have learned to what they already know

The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better. Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student's own background knowledge.

There are four different types of questions:

"Right There"Questions found right in the text that ask students to find the one right answer located in one place as a word or a sentence in the passage.
Example: Who is Frog's friend? Answer: Toad
"Think and Search"Questions based on the recall of facts that can be found directly in the text. Answers are typically found in more than one place, thus requiring students to "think" and "search" through the passage to find the answer.
Example: Why was Frog sad? Answer: His friend was leaving.
"Author and You"Questions require students to use what they already know, with what they have learned from reading the text. Student's must understand the text and relate it to their prior knowledge before answering the question.
Example: How do think Frog felt when he found Toad? Answer: I think that Frog felt happy because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives far away.
"On Your Own"Questions are answered based on a students prior knowledge and experiences. Reading the text may not be helpful to them when answering this type of question.
Example: How would you feel if your best friend moved away? Answer: I would feel very sad if my best friend moved away because I would miss her.

5. Generating questions

By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading. Students learn to ask themselves questions that require them to combine information from different segments of text. For example, students can be taught to ask main idea questions that relate to important information in a text.

6. Recognizing story structure

In story structure instruction, students learn to identify the categories of content (characters, setting, events, problem, resolution). Often, students learn to recognize story structure through the use of story maps. Instruction in story structure improves students' comprehension.

7. Summarizing

Summarizing requires students to determine what is important in what they are reading and to put it into their own words. Instruction in summarizing helps students:

Identify or generate main ideas
Connect the main or central ideas
Eliminate unnecessary information
Remember what they read

Effective comprehension strategy instruction is explicit

Research shows that explicit teaching techniques are particularly effective for comprehension strategy instruction. In explicit instruction, teachers tell readers why and when they should use strategies, what strategies to use, and how to apply them. The steps of explicit instruction typically include direct explanation, teacher modeling ("thinking aloud"), guided practice, and application.

Direct explanationThe teacher explains to students why the strategy helps comprehension and when to apply the strategy.
ModelingThe teacher models, or demonstrates, how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using.
Guided practiceThe teacher guides and assists students as they learn how and when to apply the strategy.
ApplicationThe teacher helps students practice the strategy until they can apply it independently.

Effective comprehension strategy instruction can be accomplished through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks. Cooperative learning instruction has been used successfully to teach comprehension strategies. Students work together to understand texts, helping each other learn and apply comprehension strategies. Teachers help students learn to work in groups. Teachers also provide modeling of the comprehension strategies.

Adapted from Adler, C.R. (Ed). 2001. Put Reading First: The Research Building Blocks for Teaching Children to Read, pp. 49-54. National Institute for Literacy. Retrieved Nov. 1, 2007, from http://www.nifl.gov/partnershipforreading/publications/reading_first1text.html.

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Tags: Reading Comprehension | Curriculum and Instruction

Kamis, 24 Juli 2014

Improve Reading Skills

By Kenneth Beare

esl.about.com/od/englishreadingskills/a/readingskills.htm

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Selasa, 22 Juli 2014

Essay On The Pleasures of Reading

Milan Chaterjee

Essay

Referred Academic Journal

iiste.org

www.publishyourarticles.net/.../essay/an-essay-on-the...reading.html

Fast Review, Publishing & Printing International Journal(US Published)

Some people get pleasure from picnics and tours. Others like to discuss various topics and find pleasure in it. But the reading of books provides us with such pleasure as we do not get from any other activity. Great is the blessing of books.

Books are written by learned persons. They contain the best experiences and thoughts of their writers. Literature is said to mirror society. Writers put in their books not only their own ideas and feelings, but also what they observe and find in society. The books of the past reflect the condition of the times in which they were written. By reading books written by great thinkers, we come in contact with their minds. Books enable us to know the best of different countries. So, if we want to keep abreast of the great minds of all ages, we must read books.

When we are alone, books are our best friends. They entertain us in our spare moments. Good novels, books on poetry and short stories, give great enjoyment. At times we become so absorbed in our books that we forget even our important engagements. Loneliness is no trouble for a reader.

If we are in a cheerful mood, our joy is increased by reading. When we are in a depressed and dejected mood, books console and soothe our troubled minds. They provide us with the best advice and guidance in our difficulties. Indeed, books are out best friends as they help us in our need.

Books contain grains of wisdom. They give us sound moral advice. That is why all great men of our country have liked to read the Gita and the Ramayan. The example of Rama and Sita is cited, whenever we want to emphasize noble deeds and their results. We call a bad man by the name of Ravan. It is through the reading of books that we learn to love virtue and hate sin. The reading of good books develops and elevates our character.

Now-a-days the world is changing fast. A man cannot remain in roach with the changes in his own country, or in the world, without reading the latest literature. One who wants to be respected in cultured society must keep himself well-informed. Good magazines, newspapers and other books provide us with valuable upto-date information. It gives us great pleasure to feel that our knowledge is upto-date. We get great satisfaction when we feel ourselves to be well-informed and capable of moving in any educated society. Reading of good books is the key to the store-house of pleasure.

It was the English author Bacon who said that reading makes a full man. No one can question the truth of this saying. But we cannot derive full advantage from reading, if our choice is not good. Some books are such that instead of doing any good, they do positive harm to the readers. Such books must be avoided. Cheap books, not in cost but in contents, should not be read, even if they provide some amusement and entertainment. It is the reading of good books alone which bestows upon us the maximum benefit.

Kamis, 14 Agustus 2014

Exploring Books With Babies

www.scholastic.com/parents/.../article/reading.../exploring-books-babies

Learning Benefits

Expert's Pick

Reading Aloud:

www.rif.org › Home › Literacy Resources › Articles › Reading Aloud

Facts About Reading Aloud

Reading Aloud Important, but Too Many Children Neglected

RELATED ARTICLES

Rabu, 13 Agustus 2014

Developing Reading Skills in Young Children

Dr. Reid Lyon discusses how children develop reading skills and what parents can do to help.

Related articles

How many children experience difficulties learning to read?

Are there social and emotional consequences of not learning to read?

What kinds of skills are required to learn to read?

What are some common signs of reading problems?

Selasa, 12 Agustus 2014

Comprehension Techniques

Previewing

readingprograms.org/...reading.../comprehension-

Reporting Techniques

Note-Taking Techniques

Seven Strategies to Teach Students Text Comprehension

Related

1. Monitoring comprehension

2. Metacognition

3. Graphic and semantic organizers

4. Answering questions

5. Generating questions

6. Recognizing story structure

7. Summarizing

Effective comprehension strategy instruction is explicit

Reprints

Kamis, 24 Juli 2014

Improve Reading Skills

Selasa, 22 Juli 2014