Reading and Writing Instruction is a key topic in teaching. Most experts believe that the students’ ability to read and write squarely depends on individual students. However, other experts think that there are other factors that affect the ability of students to comprehend reading and writing skills. This research seeks to answer the question, what factors affect students’ ability to read and write. Various resources are usable in the literature review, which explores this question. The resources majorly include quantitative and qualitative studies that explore the various factors which pose a direct effect on students’ reading and writing skills.
Article 1
Clinton (2019) is a study that explores the students’ ability to read and how the material they read from affects that ability. The study specifically investigates the various levels of student performances in reading, frequency of reading as well as their speed of reading and comprehension, comparing them when students read from screens to when they read from paper. The underlying question in this study is the question as to whether reading material affects students’ reading ability. The method used in this study was the systematic review of the literature on studies and reports. Specifically, Clinton (2019) conducted a snowball search on various reports on this issue. The study kept the focus on practical studies that did experimentation with random assignments with student participants with basic skills in reading.
Delegate your assignment to our experts and they will do the rest.
The subjects in this study were students with basic knowledge in reading. Upon collection of various data from multiple reports, the study discovered that reading from screens tends to affect readers’ performance negatively while reading from text had no negative effects in the performance of readers. Nevertheless, reading from either screens or book had no much different level of impact on the readers’ speed of reading. The study concluded that the readers tend to perform better generally and are more informed of their reading performance when they read from text better than when they read from screens.
Article 2
Alston-Abel & Berninger (2018) is a study that investigates the relationship between home literacy activities and the performance of students in reading and writing. There are parents who engage their children in literacy activities to sharpen their reading and writing skills at school. In other words, this study seeks to determine the level at which parental guidance to literacy activities at home affects the student’s ability to read and write. This study focuses on young learners, typically, students of grade 1 to grade 7. The study conducted primary research from a sample of parents and analyzed their various responses. The researchers subjected parents to questionnaires seeking their home literacy involvement with their children.
Similarly, the same parents filled questionnaires, evaluating the self-regulations of their children while at home. Additionally, the study assessed the reading and writing performance at school of the various children whose parents answered the questionnaires. The study revealed that engaging children in more literacy activities at home was directly proportional to the high reading and writing performance of the students. This study shows the other factor that affects students’ ability to read and write. In this case, parental guidance is key in promoting the students’ performance in reading and writing.
Article 3
The study by Rose & Schimke (2012) intended to find out the factors that could improve reading proficiency in third-grade students. This study is specifically inspired by the findings that low reading proficiency is a significant cause of fourth grade truancy and eventual school dropout in students. The paper looks extensively at the factors that promote proficiency in reading and subsequently analyzes the various policies that could be implemented to improve reading proficiency in third-grade students. The subjects of research in this study are the third-grade students in the United States.
This study is based on literature reviews of other studies as well as a couple of case studies from a couple of states in the US. The case studies focus on early identification of language proficiency issues and intervention as a way of devising solutions. The researchers analyzed key takeaways from the various case studies to underline the exact cause of poor reading proficiency in third-grade students. The research concludes that early identification and intervention for reading problems increases the performance of a student in reading and writing. Additionally, teachers should not consider retention of students as a priority in helping students with poor reading proficiency. In as much as retention solves the problem, it does not work with all students.
Article 4
Treiman et al. (2019) studied the importance of early spelling to the reading ability of students in their later education life. Specifically, the paper looks to evaluate how knowledge of spelling at early growing stages affect the student’s reading proficiency in their later education life. Knowledge of spellings is yet another factor that determines the ability of students to learn the art of reading and writing. This study tests spelling proficiency and reading performance of students at different stages of life to determine the aim of the study. The subject of the survey is kindergarten students of about six years.
The method of this study is data analysis. The researchers analyzed from 970 students in the United States. They accurately assessed the spelling skills of the students in a spelling competition then tested their performance in reading upon completion of grade 1. Most of the students who scored high in spelling turned out to excel in literacy and reading. The study concluded that spelling affects students’ performance in literature. Therefore, spelling should be given much attention when screening possible literacy problems in literacy. This answers the question of this study because spelling counts as the other factor in students’ proficiency in reading and writing.
Article 5
Skibbe et al. (2019) is also an important resource that touches on the many factors that impact on literacy in students. The study inspects how the development of self-regulation in early stages of student education impact on their future ability to perform in literacy and language. The study targets students at very early stages of education and investigates the research up to when they are preschool up to the second grade. This study was done to establish self-regulation as an important factor in students’ performance in literacy and language. The research sampled three hundred, fifty-one students, and assessed them twice each year for four years. The assessments were based on reading, decoding, phonological awareness, reading, and vocabulary.
The results of the study revealed that those students who exhibited the features of self-regulation in their early stages tended to have high proficiency for language and literature. Specifically, the earlier the demonstration of self-regulation, the better the students were with language and literature. The writer concluded that self-regulation also is a factor that affects students’ ability to read and write. While looking to improve these skills in children, it is therefore important to improve their respective self-regulation skills back at home.
Conclusion
In summary, the topic of factors that influence students’ ability to read and write proficiently has been exhausted. Various factors affect students’ ability to read and write. Teachers should be informed of these factors because they are important in helping struggling students through the problem of language proficiency. Parents, too, ought to be briefed on how the factors affect students and in many ways. Eventually, teachers can solve the problem of language proficiency once and for all.
References
Alston-Abel, N. L., & Berninger, V. W. (2018). Relationships between home literacy practices and school achievement: Implications for consultation and home–school collaboration. Journal of Educational and Psychological Consultation , 28 (2), 164-189.
Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta ‐ analysis. Journal of Research in Reading , 42 (2), 288-325.
Rose, S., & Schimke, K. (2012). Third Grade Literacy Policies: Identification, Intervention, Retention. Education Commission of the States (NJ3) .
Skibbe, L. E., Montroy, J. J., Bowles, R. P., & Morrison, F. J. (2019). Self-regulation and the development of literacy and language achievement from preschool through second grade. Early childhood research quarterly , 46 , 240-251.
Treiman, R., Hulslander, J., Olson, R. K., Willcutt, E. G., Byrne, B., & Kessler, B. (2019). The Unique Role of Early Spelling in the Prediction of Later Literacy Performance. Scientific Studies of Reading , 1-8.
