Helping the Beginning Reader: Successful Techniques used by Successful Teachers
An educational maxim states: "First we learn to read, then we read to learn." Learning to read is a skill essential for succeeding in almost all endeavors in life. Certainly, few people manage to achieve very much without knowing how to read. America is quite conscious of this, and even more aware of the fact that too many students are NOT becoming satisfactory readers. The national concern is so great that the President of the United States declared the improvement of reading skills as a goal for everyone to pursue.
Critics might argue that little has been done to help students improve in reading, but this is inaccurate. For the past 30 years, educators and publishers all over America have struggled to find solutions to the national problem of learning to read. In the search, students have been faulted, parents criticized, materials declared inadequate and teachers described as "poorly-trained."
In response to these perceptions, publishers have developed many and varied programs for every level of learner. Teachers have been assisted through in-service education and similar training experiences. Parents have been urged to become helpers in the early years of learning and, in fact, whole communities have been involved in lending support to schools. Local schools have searched for ways to improve reading skills. Much has been tried, but, still, progress is slow.
There are, however, schools and classrooms where beginning readers learn with ease, where the majority of students have no particular difficulty. Somehow, these teachers have learned what makes students successful. Accordingly, the premise of this publication is to delineate the actions and attitudes of these successful teachers who invariably produce skilled readers and successful students.
There is no single way to initiate and develop a program for beginning readers, no prescribed set of activities appropriate for all students. The needs of the students, their unique talents and backgrounds of experience create a diversity that can only be satisfied through a curriculum marked by equal diversity. There are, however, identified characteristics that do promote an eagerness to read and do help students to learn. These constitute the heart of this publication. It is our hope that the successes of the many teachers who herein contributed their ideas will help others in their search for ways to improve reading skills.
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Critics might argue that little has been done to help students improve in reading, but this is inaccurate. For the past 30 years, educators and publishers all over America have struggled to find solutions to the national problem of learning to read. In the search, students have been faulted, parents criticized, materials declared inadequate and teachers described as "poorly-trained."
In response to these perceptions, publishers have developed many and varied programs for every level of learner. Teachers have been assisted through in-service education and similar training experiences. Parents have been urged to become helpers in the early years of learning and, in fact, whole communities have been involved in lending support to schools. Local schools have searched for ways to improve reading skills. Much has been tried, but, still, progress is slow.
There are, however, schools and classrooms where beginning readers learn with ease, where the majority of students have no particular difficulty. Somehow, these teachers have learned what makes students successful. Accordingly, the premise of this publication is to delineate the actions and attitudes of these successful teachers who invariably produce skilled readers and successful students.
There is no single way to initiate and develop a program for beginning readers, no prescribed set of activities appropriate for all students. The needs of the students, their unique talents and backgrounds of experience create a diversity that can only be satisfied through a curriculum marked by equal diversity. There are, however, identified characteristics that do promote an eagerness to read and do help students to learn. These constitute the heart of this publication. It is our hope that the successes of the many teachers who herein contributed their ideas will help others in their search for ways to improve reading skills.
Helping the Beginning Reader: Successful Techniques used by Successful Teachers
An educational maxim states: "First we learn to read, then we read to learn." Learning to read is a skill essential for succeeding in almost all endeavors in life. Certainly, few people manage to achieve very much without knowing how to read. America is quite conscious of this, and even more aware of the fact that too many students are NOT becoming satisfactory readers. The national concern is so great that the President of the United States declared the improvement of reading skills as a goal for everyone to pursue.
Critics might argue that little has been done to help students improve in reading, but this is inaccurate. For the past 30 years, educators and publishers all over America have struggled to find solutions to the national problem of learning to read. In the search, students have been faulted, parents criticized, materials declared inadequate and teachers described as "poorly-trained."
In response to these perceptions, publishers have developed many and varied programs for every level of learner. Teachers have been assisted through in-service education and similar training experiences. Parents have been urged to become helpers in the early years of learning and, in fact, whole communities have been involved in lending support to schools. Local schools have searched for ways to improve reading skills. Much has been tried, but, still, progress is slow.
There are, however, schools and classrooms where beginning readers learn with ease, where the majority of students have no particular difficulty. Somehow, these teachers have learned what makes students successful. Accordingly, the premise of this publication is to delineate the actions and attitudes of these successful teachers who invariably produce skilled readers and successful students.
There is no single way to initiate and develop a program for beginning readers, no prescribed set of activities appropriate for all students. The needs of the students, their unique talents and backgrounds of experience create a diversity that can only be satisfied through a curriculum marked by equal diversity. There are, however, identified characteristics that do promote an eagerness to read and do help students to learn. These constitute the heart of this publication. It is our hope that the successes of the many teachers who herein contributed their ideas will help others in their search for ways to improve reading skills.
Critics might argue that little has been done to help students improve in reading, but this is inaccurate. For the past 30 years, educators and publishers all over America have struggled to find solutions to the national problem of learning to read. In the search, students have been faulted, parents criticized, materials declared inadequate and teachers described as "poorly-trained."
In response to these perceptions, publishers have developed many and varied programs for every level of learner. Teachers have been assisted through in-service education and similar training experiences. Parents have been urged to become helpers in the early years of learning and, in fact, whole communities have been involved in lending support to schools. Local schools have searched for ways to improve reading skills. Much has been tried, but, still, progress is slow.
There are, however, schools and classrooms where beginning readers learn with ease, where the majority of students have no particular difficulty. Somehow, these teachers have learned what makes students successful. Accordingly, the premise of this publication is to delineate the actions and attitudes of these successful teachers who invariably produce skilled readers and successful students.
There is no single way to initiate and develop a program for beginning readers, no prescribed set of activities appropriate for all students. The needs of the students, their unique talents and backgrounds of experience create a diversity that can only be satisfied through a curriculum marked by equal diversity. There are, however, identified characteristics that do promote an eagerness to read and do help students to learn. These constitute the heart of this publication. It is our hope that the successes of the many teachers who herein contributed their ideas will help others in their search for ways to improve reading skills.
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Helping the Beginning Reader: Successful Techniques used by Successful Teachers
Helping the Beginning Reader: Successful Techniques used by Successful Teachers
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Product Details
| BN ID: | 2940011937163 |
|---|---|
| Publisher: | William Gladden Foundation Press |
| Publication date: | 10/11/2010 |
| Series: | Educating Our Children , #1 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| File size: | 19 KB |
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