Helping young children through reading and literacy skills is a very important aspect in child development. Learning the concept of reading does not take a day or two; a young child takes time before they get to learn slowly until they get to a point where they can comfortably learn. Both parents and teachers must use particular strategies to help the children through learning and to guide the students who have reading weaknesses and speech disabilities.
Comprehension strategies involve the technique of teaching children how to read by introducing them to comprehensive text, giving them a chance to read and understand what is in the text. This strategy recommends that a student is introduced to reading bit by bit. The teacher can introduce the student first to letters as a start and texts with basic words. Graphic organizers refer to drawings which are used as tools to help the young learner get to visualize what the images communicate. This particular reading strategy allows the young learner to connect the text with graphics and get to understand the main idea in the text. Graphic organizers come in the form of web diagrams, maps, and plots and help familiarize the student with basic words. Additionally, graphic organizers make it easy for students to brainstorm as well as increase their comprehension skills. Independent Reading is a strategy where children are allowed to read newspapers, books, and magazines on their own. Independence reading recommends no assistance from the teacher or parents. Allowing children to read independently is good in increasing their ability to read faster and with ease (Blachowicz & Ogle, 2017). Additionally, students get the opportunity to select books and topics that they like, and that is good at motivating them to read even more.
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Model-lead-test is a practical based strategy where the teacher takes the students through reading and finally allows them to read on their own and see if they learn the concept. This strategy focuses on taking the young learners through learning sounds and specifically leading them on how the sounds are read. The final stage of this practice occurs by the teacher giving the students a chance to read the sounds loudly. Peer tutoring refers to a strategy where the teacher enables other students to teach their fellows with weaknesses in reading. The teacher selects students who have a high reading proficiency to teach their fellows. Further to that, the teacher supervises how they teach their peers. The effectiveness of this strategy is based on the fact that a young learner is likely to be keen on his/ her peer’s instruction than that of the teacher. Additionally, students can go on with tutoring even during play time. Repeated reading is the practice of instructing students to read a particular text more than once. Practicing repeated reading in young students is good helping them improve their reading skills and subsequently the sills on comprehension (August & Shanahan, 2017). Repeated reading also helps in improving the decoding skills of a student, and once a student has learned the art of decoding, he/she gets to comprehend text more easily.
Part Two
Helping Amanda would require the implementation of the above-discussed strategies. Moreover, the goals set by her teacher can be met through the implementation of the strategies. To begin with, I would use the model-lead-test strategy to help Amanda read sounds correctly from a letter combination, in this case, I will demonstrate the correct sound of words by reading them then give her close examples to try out loudly. Additionally, I will assign a student with high reading proficiency to lead her through home assignments and test her ability with a reading by letting her try out words in posters and common writings as a way of expanding her ability to read the words from a letter combination. To achieve the goal of being able to read a passage and retell the ideas, I would apply the comprehension strategy where I will take key steps in teaching Amanda how to correctly decode words in a statement and get the meaning in a statement, that way, she will be able to read and understand (Gallagher & Chingos, 2017).
Teaching the student how to decode and understand short statements will enable her to understand how to get meanings out of the text. Helping Amanda through Consonant-Vowel-Consonant (CVC) words is a goal that can be best be tackled through repeated reading. In this case, the student will be allowed to read selected CVC words over and over again to master the sounds in them. Reading repeatedly will help the student master how to read the words and never to forget the sounds. I will also let the student read statements filled with CVC words repeatedly to improve her fluency with the CVC words. To ensure Amanda can successfully tell a story after reading it, peer tutoring would be the ideal strategy to help the student. I will assign a student with high reading proficiency to read with Amanda and tell the story. Stories are interesting reading pieces and thus Amanda is likely to develop an interest in reading when taught by her peer (Gallagher & Chingos, 2017). Finally, achieving the goal of being able to state sight words automatically, graphic organizers would be the strategy to help the student. In this particular case, I will use drawings combined with words to let the student identify the images and state corresponding words. This would sharpen the student’s visual identification of words and will be able to identify and read the words correctly.
The parents of the young student are also to play an important role in helping the student learn how to read correctly. They are to be tasked with supervising the student through independent reading sessions which she will mostly do in the house. Their role here will involve availing story books and children stories in magazines as well as supervising her through reading them.
References
August, D., & Shanahan, T. (2017). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth . Routledge.
Blachowicz, C., & Ogle, D. (2017). Reading comprehension: Strategies for independent learners . Guilford Publications.
Gallagher, M., & Chingos, M. M. (2017). Strategies for Supporting Early Reading Proficiency to Close Achievement Gaps. Building Ladders of Opportunity for Young People in the Great Lakes States, brief , 2.
