Connecting reading and writing allows students to demonstrate their comprehension of what has been read (Education, 2003). This writer will only discuss some of the above-enumerated practices as the enumeration was specially given for literacy on the English language. Reading comprehension is the process of extracting and constructing simultaneously through interaction and involvement with written language (Guthrie & Wigfield, 2000). Reading comprehension becomes essential in the later part of the elementary (Sweet and Snow, 2003) as this may give the basis for a significant amount of learning in the secondary school of a child (Kirsch et al. , 2002).
Reading comprehension in grades 3-8 is an end result of reading engagement like the joint functioning of conceptual knowledge, reading strategies, reading motivation, and social interaction (Guthrie & Wigfield, 2000). To succeed in content area studies, students need to know how to apply a variety of reading comprehension strategies to different types of texts, analyze the structure of expository texts, and vary their reading strategies for different texts and purposes (Education, 2003). Not only do skills in comprehension serve a vital role in literacy across content areas.
The motivation for reading and to learn are also important, and the lack of any of the two may limit the students’ academic progress (Alvermann & Earle, 2003). According to Guthrie et. al. ( 2006), reading motivation can be significantly correlated with important cognitive outcomes like the amount of reading and reading achievement. There is an important need to develop stronger instructional contexts for motivational development. However, this is not as easy as it seems since the context of how motivation is developed should also be understood ( Guthrie et al, 2006).
Teachers should know the changes that take place in children during the acquisition of reading motivation to effectively create contexts favorable to motivational development. This is because students are not basically motivated to read, nor they become avid readers by just one catalytic experience (Guthrie, J., et al, 2006).
Please type your essay title, choose your document type, enter your email and we send you essay samples