Reading Theory

This is my new assignment. Can you get it done for me please? I am posting it now. Since the 1980s, differing theoretical perspectives on teaching reading have been proposed. In addition to the readings, research a minimum of three articles from the GCU Library that you can use to support your analysis. In an essay of 750-1,000 words, analyze and state the major themes, issues, and influences derived from these perspectives. 1. Relate these perspectives to their impact on classroom instruction. 2. Provide specific, supportive evidence for each theme or issue from the readings and from your own experience. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment Historical and Theoretical Perspectives on Teaching Reading 1 Unsatisfactory 0.00% 2 Less Than Satisfactory 65.00% 3 Satisfactory 75.00% 4 Good 85.00% 5 Excellent 100.00% 80.0 %Content 80.0 % Content Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points. Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or not persuasive. No outside sources are used to support major points. Content is adequate and meets most of the requirements stated in the assignment’s criteria. Major points are addressed. Research is evident. At least two relevant academic sources are cited. Content is comprehensive and accurate, definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up to date, relevant, and addresses all of the issues stated in the assignment’s criteria. At least three relevant academic sources are cited. Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well supported. Research is adequate, up to date, relevant, and addresses all of the issues stated in the assignment’s criteria. Four or more relevant academic sources are cited. 10.0 %Organization and Effectiveness 10.0 % Organization There is no unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. Organization and structure of the paper detract from the writer’s message. Introduction is missing. Paragraphs are disjointed and do not transition ideas smoothly and logically. Conclusion is missing. Structure of the paper is not easy to follow. Introduction is provided but it does not preview all major points. Paragraph transitions need improvement. Conclusion is provided but does not flow from the body of the paper. Structure of the paper is clear and easy to follow. Introduction provides sufficient background on the topic, and previews major points. Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper. Structure of the paper is clear and easy to follow. Introduction provides extensive background on the topic, and previews major points. Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper. Conclusion is logical, flows from the body of the paper, and does not include new information. 10.0 %Format 5.0 % Mechanics Surface errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but are not overly distracting to the reader. Prose is largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written American English. 5.0 % APA Format APA format and style are not evident. Title page is present, but Paper lacks many elements of correct APA format. Citations and references are not provided All key elements of an APA title page are present; Paper follows most guidelines for APA format. Paper provides citations for sources,; reference list is provided but has some errors or omissions. Mechanics of writing are reflective of APA style. Historical Studies in Reading Introduction Between the 1980s and 2001, the federal government produced a series of reports and mandates that mainly encouraged a cognitive view of reading. These reports and mandates have influenced the current focus of reading instruction and materials in many schools throughout the United States. The cognitive perspective has been supported by the research of experimental psychologists who propose that learning can be best achieved by breaking down complex tasks into their discrete components, practicing specific skills, and evaluating learning through objective assessments. Children learning to read using this approach begin by learning letter names and consonant and vowel sounds. They apply this knowledge to reading words, simple sentences, decodable texts, and other stories. Simultaneously during this period, considerable research was conducted noting the complexities of reading as a social practice and as one component of the broader category of literacy. The ability to read print text and use it for myriad purposes was no longer considered the sole definition of literacy. Rather, reading included the use of many kinds of texts such as electronic text, and media, and literacy consisting of writing, listening, speaking, and other abilities as well. This perspective challenges the assumption that literacy is a static assortment of reading and writing skills and a universal attribute of individuals. Researchers contended that, in actuality, what constitutes literacy depends on its social context, or the ways in which cultures utilize and value written language. How, when, where, and why individuals use reading or other forms of literacy depends on their culture and experiences. In classrooms using this approach, children learn reading and writing skills and strategies in the context of literature and integrated, thematic units. They engage in collaborative learning, discussions, and activities such as shared reading of big books. They write in many ways using their own temporary spellings. As they reread trade book stories and their own published books, they work with and acquire letter knowledge, vocabulary, and comprehension skills. Becoming a Nation of Readers Becoming a Nation of Readers (Anderson, Hiebert, Scott, & Wilkinson, 1985) reflects aspects of both views. This report of the Commission on Reading proposed a range of recommended classroom practices, including providing phonics instruction in isolation and in context and devoting more time to comprehension instruction and writing. Many teachers, in fact, utilize a balanced approach to reading instruction and continue to do so. Balanced literacy instruction incorporates explicit instruction of reading, writing, and communication skills and strategies in the context of literature and thematic units. In this approach, reading, writing, and language are often integrated across the day’s lessons through literature and a variety of groupings and activities. The Development of National and State Standards Beginning in the late 1980s and throughout the 1990s, many states created curriculum standards as guidelines for classroom instruction. In addition, professional organizations published national standards. For example, the National Council of Teachers of English (NCTE) (1996) and the International Reading Association (IRA) jointly published the National Language Arts Standards. The twelve standards in this document were intended to be interrelated goals for a whole literacy program rather than prescriptive behaviors limited to reading. The standards reflect the view of literacy as a social practice. The National Reading Panel Report During the past decade, the influences of the NCTE/IRA language arts standards and the view of literacy as a social practice have been generally replaced by state minimum competency standards and literacy curricula based on a cognitive perspective. Reports from governmental commissions, such as the National Academy of Sciences’ (1998) Preventing Reading Difficulties in Young Children and the National Reading Panel’s (National Institute of Child Health and Human Development, 2000) investigation of instructional approaches supported by scientific research, have spurred this change. The National Reading Panel examined thousands of quantitative reading studies for science-based findings and recommendations. It called for the implementation of these findings through systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. The No Child Left Behind Act Federal legislation enacted in 2001, entitled No Child Left Behind (NCLB), built on the National Reading Panel’s work. The intent of this act was to raise all students’ abilities to the level of proficiency in reading, writing, and mathematics. To ensure progress toward this goal, which is to be achieved by school year 2013-2014, NCLB mandates increased school accountability through yearly achievement tests measuring students’ reading, writing, and mathematics skills. It also puts significant consequences in place for schools whose test scores do not show acceptable progress from year to year. These consequences result in teachers using a greater amount of instructional time to work with tested skills, particularly in poor districts where many students’ test scores have been persistently low. Conclusion As a result of state mandated standards and high-stakes testing during the last decade, there has been a gradual return to isolated skills instruction and to the dominance of skills worksheets in classrooms, particularly for students who attend schools in poverty areas or who are at lower academic levels, in order to raise test scores. In the past few years, a number of reading and language arts classes have begun to use a skills-based curriculum related to content from standardized tests. In addition, many teachers and principals in these schools have purchased test preparation materials for daily classroom practice. No Child Left Behind has intensified the impact of high-stakes testing, expanded the notion of school accountability, and promoted systematic skills instruction. The stakes are high for schools’ constituencies. Among other ramifications, schools that do not raise their scores sufficiently after a period of two years will be subject to corrective action. The consequences of not achieving adequate progress after three years include the state’s takeover of these schools. References Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Champaign, IL: Center for the Study of Reading; Washington, DC: National Institute of Education. National Academy of Sciences. (1998). Preventing reading difficulties in young children :A report of the Committee on the Prevention of Reading Difficulties in Young Children, and the National Research Council. Washington D.C.: Government Printing Office. National Council of Teachers of English. (1996). Standards for the English Language Arts. International Reading Association. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidenced-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: Government Printing Office. No Child Left Behind Act, Pub.L. No.107-110 (2001). © 2010. Grand Canyon University. All Rights Reserved.