These papers should be 1-2 pages in length. The first part of the paper should be a brief 1-2 paragraph summary of important main points of the reading. In the second part of the paper, you should provide a critical discussion of at least two key findings from the paper. This discussion could include a critique of the methodology that was used, suggestions for future research, how the findings relate to topics we have already discussed in class, how the findings might be practically applied, etc. This discussion should not include your feelings about the article or a personal evaluation of the findings (i.e. I liked what they did). Papers should be in a Word document that is double-spaced with one-inch margins (name and date in the header). Each reading critique will be worth 10 points. The set of reaction papers is worth of total of 50 points. A general rubric for the evaluation of reaction papers is provided.
Fluency in reading refers to the ability to pronounce words consistently without hesitation for meaning derivation. In sentences, a fluent reader connects all words and phrases as expected.
Fluency relates to comprehension in the context of fast reading without decoding each word separately. Slow reading interferes with the meaning connection between phrases limiting text understanding.
Fluent reading avoids looking at the word by word which might involve thinking creating distorted prose. The comprehension understanding involves text connection in a consistent manner which atomicity theory explains as looking at words at the same time reading without breaks for thought processing.
Prosody connection to fluent reading refer to the proper expression of speech tone and reading pitch which is hard to portray in slow or word by word reading
Comprehension affects fluency in the context of complexity or poorly formed text which the reader identifies or connects with difficulty.
Phonemic awareness refers to the ability to concentrate and derive the meaning of a single sound unit (phoneme)
Phonemic awareness training involves; word recognition, sound recognition and then understanding words and syllables for reading grasp.
Phonemic awareness instruction consists of a sound unit, recognition of the unit and third includes manipulating or interpreting the unit sound.
In the introduction of phonemic awareness, some students benefit less depending on their learning capabilities. Such groups include children with language grasping delays or those faced with probable future reading disabilities.
Phonemic awareness initiatives a crucial cognitive skill which introduces children to the most basic element of a language forming the background for pronunciation ability useful in reading and understanding.
The gap between good and poor readers is explained by the ability to recognize and understand words to facilitate text meaning derivation. Vocabulary understanding enables easier reading.
Vocabulary breadth identifies word meanings that a reader can grasp and recall while vocabulary depth refers to the learner’s word knowledge or word recognizable details.
Breadth and depth aspects in vocabulary relate to decoding in a way that explains word knowledge and understanding as a foundation for forming a relationship of sounds and other words through decoding
Vocabulary relates to fluency in that word knowledge helps in faster reading with just instant look at once and consistent reading ability.
Vocabulary relates to comprehension by helping in recognition of words that create fluent reading for text understanding in a comprehension context
Beginning with vocabulary in training children establishes easier word identification by breaking down language into the possible smallest unit bit by bit until one can read an entire passage.