I remember that when I was little, my parents always told us to read. Read books, magazines, packaging, street signs, articles and cartoons, whatever. Anything with print is fair game. I was lucky because they were able to read the game so hard. Mom once said she wouldn’t be surprised if I read the inside of a tissue roll. I replied, ‘but mother, there is nothing written on the scroll.’ He laughs, but you look and there will be. He was right. Now my job is to support the reading curiosity for these children.
As a teacher, what our state calls, at-risk youth, I face the problem of woefully unprepared students. Students who read are a profession that must be avoided at all costs. These students came into my eleventh grade classroom with only the basic reading skills of a fifth or sixth grade level. Now I am facing the same problem that many teachers face. with the knowledge that their students simply cannot read and understand the information they need to know. They simply don’t want to and will use any distraction to bypass the teacher’s attempts at classroom reading instruction. So, what can we do?
Obviously, we need to teach children to read well enough to get the information that is put in front of them. We can’t leave it to a reading teacher who has more students than he can handle. But if we focus on teaching reading, what about regional information. Integrating content with reading instruction is often a herculean task. After all, we have a lot of reading in math class. Catch 22.
Many professors will tell you that they don’t read professors, and rightly so. In most states additional courses and certification are required to qualify as a reading teacher. But, even without these qualifications teachers must be willing and able to identify reading problems in students and plan to help students reach their potential. More and more states require all teachers to have additional training to make sure they are able to handle this problem.
I’ve been dealing with this issue for some time now and I’ve learned that picture books, or picture books, when used with other materials, can really engage students. high and support the progress that makes the students good. opportunities to succeed in the classroom.
When a child comes into my class with limited reading skills, I use the information together that falls into the new picture. For example. One of the first books we read in my English class was HG Wells’ War of the Worlds. As I watched many students struggle in the face I knew they wouldn’t even try to open the book. I was lucky enough to find a new version of this classic, one of the reasons I chose it, and I gave a copy to each student. Suddenly these students changed when they started flipping through the book. A few even asked. “You mean we read comic books?”
In fact, students do not know that these graphics are presented more difficult reading, like most stories, but by changing the understanding of the information, and giving another way, I have given students the opportunity to achieve many things. haven’t met in a while. The condition attached to this book is that it is not a replacement for the original book, but an educational service. They still have to read the novel, but the graphics will help them with some of the more difficult parts. Of course, my ‘good readers’ blamed this and I had to assure them that it was a choice and the score would be equal for everyone.
In addition, classroom discussion, the use of visual aids and other tools have also been integrated, but the most success has been seen through the integration of books this photo. If you think about it, your first experience with reading was probably with illustrated books, picture books, and later comic books.
This concept can be applied to math and science with a little imagination. Teachers with good computer skills will find that they can create materials that are suitable for their subjects and provide a consistent picture of the lessons. For example. I used a story about a maintenance man who was faced with the task of figuring out how much material he needed to renovate the school’s stadium. By using pictures with text, students immediately work out word problems using more math concepts or arithmetic and geometry when they had problems with simple fractions in the past come
As I have learned over the years students ask if they can do reports and other projects using the new images. I have developed some guidelines, but the recognition has resulted in approximately 72% of my reading competition students, who enter the 6th grade reading level, passing their exams in 10th grade at the end of the year. It Works, but why?
One thing I’ve learned over the years is that reading ability is cyclical. Success leads to success and a desire to read more. Reading more improves reading skills and as skills improve, the desire to read increases and more. Round and round it goes. And the same applies in reverse. Students with reading difficulties struggle with reading. They quickly came to ‘hate reading’. They avoid reading and their skills are poor.
Technology has probably contributed to a lack of interest in reading. We hope to learn about emotions, especially moving images. Today’s students are plugged in and often in the school classroom they spend most of their day instead of. The students are bored and the teachers have become more fun than the teacher. Students do not have time to read and do not want to read. By combining a novel or a picture book we entice them with something they can see a connection to.
Often this is just what is needed to show students that the world of words is more open to them than they previously believed. They get the desire to keep going as each achievement is measured and return to the desire to achieve more. The vicious circle was broken and the progress began. All because of the picture book.
