The Reading Process

Aesthetic reading and efferent reading are both very interesting, but very different. Aesthetic reading means readers focus on the lived-through experience of reading. They focus on the thoughts, images, feelings, and associations evoked during reading. Readers tend to do this when they are reading to be entertained because they are using their imagination. Efferent reading concentrates on the public, common referents of the words and symbols in the text. This means they are focusing on the basic information found in the text and the illustrations, rather than the experience of reading. I think I have an easier time with efferent reading because I tend to read literally and I tend to just take in the information. I do enjoy aesthetic reading, but it takes me longer to figure out the symbols and feelings behind the words and pictures.

There are five stages of reading and they are all important in their individual ways. Stage 1 is called Prereading which involves the reader preparing to read. They must have background knowledge, set purposes, and have a plan for reading. An example of this is to plan how much to read each day. Stage 2 is Reading and this can be done in a variety of ways. Reading can be done with a buddy, through shared reading, guided reading, or by listening to the text read aloud. Students are able to benefit by using all five types of reading because everyone learns differently and it makes the process more fun when there is a variety. Stage 3 is known as responding and this is when students comprehend the reading by writing about the book or talking about it. This allows the students to have a better understanding of the book and it also helps them to discuss it with other people. Stage 4 is called exploring and this is when teachers lead the students back into the text to analyze it more. This includes rereading the selection, examining the author's craft, focusing on new vocabulary words, and also participating in minilessons. This stage allows the students to dig deeper into the text and they are able to pick up on things they may have missed the first time around. An example of this is picking out new vocabulary words and writing sentences incorporating them. The final stage is called applying and this is when readers continue to deeper their interpretations and value the reading experience. They are building on previous experiences and they may create projects to better comprehend the reading. This can include numerous things, but one example would be creating a mural about the book.

There are four factors that contribute to developing capable readers. The first one is called word identification. A capable reader has a large vocabulary and they can immediately recognize these words as they read. The second factor is called fluency. A capable reader is able to read quickly and efficiently and this includes speed, word recognition, and prosody. To be considered a fluent reader, they must be able to read at least 100 words per minute, and this is typically reached by the 3rd grade. Fluency definitely takes a lot of time and practice but it makes a better reader. The third factor is vocabulary. Capable readers have a large range of vocabulary and they typically learn 7-10 new words per day. They are progressing developmentally and they eventually learn how to use certain words in different ways. The most efficient way to expand a child's vocabulary is simply by reading to learn new words. The last factor in making a capable reader is comprehension. Readers must use their past experience and the text to deepen their comprehension. When a reader is reading, they are actively thinking about what they already know about a topic. They then set a purpose and make inferences from the text. Along with comprehension comes strategy. Capable readers are very strategic and they use a variety of aspects to comprehend what they are reading. All four factors combined together is what makes a capable reader and teachers must incorporate all of these into the reading process in order to promote reading in the classroom.

There are many different ways children can read and use the reading process in the classroom. The five most common ways of reading are shared reading, guided reading, independent reading, buddy reading, and reading aloud to students. All five ways contribute to children's learning and I believe by providing variety in the classroom, all children can benefit. All children learn in different ways, so by setting up different activities, all children have the chance to learn to the best of their ability. Teachers can use these five ways through literature focus units, literature circles, reading and writing workshops, thematic units, and many other things. It is important for teachers to focus on each child while teaching reading, because each child learns differently and it is their job to meet the needs of each child

The 6 Language Arts

When thinking about language arts, most people assume it only revolves around reading and writing, but it was interesting to discover there is so much more than that. After discussing the areas of listening, talking, reading, writing, viewing, and visually representing, I have learned that all of these areas are important in teaching language arts. Throughout this class, I truly hope to learn how to better teach these methods and use the information I learn and bring that into my future classroom. I want my students to appreciate language arts and I am hoping to learn a variety of techniques to teach it best to them.

This day and age, technology is a huge part of our daily lives. When my parents were in college, they did not have their own personal laptops or even cell phones, but today is much different. Our society has grown to rely on technology, and we are now able to do things that were not possible just a few years ago. I believe that technology in the classroom can be very beneficial and there are so many ways to use it efficiently to better teach students. I am a firm believer in all people learn differently, and viewing and visually representing can truly help the visual learners and can keep their attention. I am certainly not saying that technology should be the only thing used in the classroom, but demonstrations are definitely a part of language arts and can make learning fun and educational.

As a student, I have always preferred a variety of techniques used in the classroom because I feel that if a teacher does the same thing every single day, students get bored and know exactly what to expect. I want my students to experience a variety of learning activities and to be excited about doing different things. Saying this, I believe that all 6 of the language arts components are important in their own individual way. In my personal experiences, I tend to take the most out of listening and talking because I enjoy working with other people and it helps me to learn information better. Reading and writing are definitely crucial because students are able to practice their language arts skills and become more proficient in this area. Although I prefer writing over reading, I do have goals to read more and become better at it. Like I mentioned before, I do feel that viewing and visually representing are important aspects in language arts and they can make things fun and interesting for children.

So far, I really do like the book, Sahara Special. It sounds like a very interesting book and I am looking forward to what is to come. I do feel that too many "labels" are placed on children and this should not hinder their education. Every student is special in their own way and I believe that teachers have to do everything in their power to make sure each student is getting the proper education and they are working towards their full potential.