Children who claim to expend less effort in televiewing and whose orientation toward it is generally less serious, choose somewhat more demanding reading materials. (Manley-Casimir, 24, 1987) Furthermore, the effects of television on a child's ability to read seem to change with age, and according to different populations
The child's study habits. In other words, the more TV a child viewed, the poorer his scholastic achievements, regardless of where he lived, how he lived, what his IQ was, nor how much he studied! (Sheppard, 1993) Thus, excessive television viewing adversely affects children's reading and learning abilities regardless of socio-economic background, or prior study habits and academic achievements
The child who watches an excessive amount of television may also become hyperactive, and require an enormous amount of stimulation, stimulation that is simply not available in a book, or in the classroom. (Van den Broek, 2, 2001) In addition, television viewing frequently results in a reduction of the powers of imagination
According to the Nielsen Ratings, Americans watch an average of 26.3 hours of television a week (Wilkins), with children and adolescents spending anywhere from 22 to 28 hours a week in front of the TV
Explicit instruction is for all students, not just those who are struggling. Research shows that approximately eight million adolescents struggle with reading (Pitcher et al
However, other children come to kindergarten without having had a structured pre-reading program. Many preschools use a play-based curriculum where child-initiated learning fosters important developmental, rather than academic, skills (Callaghan and Madelaine, 2012, p
366). For a time, direct instruction in phonics fell out of favor, or at the very least, fell by the wayside as educators exposed children to books, often as read-alouds, and assumed that an understanding of phonics would come with the development of other skills such as comprehension (Groff, 1998)
, 2002) requires that any federally funded school have in place "explicit, systematic phonics instruction." With the mandate has come a plethora of software programs -- and now apps, too -- in addition to basal readers, teacher resource books, supplements, and manipulatives (Mesmer and Griffith, 2005, p
It combines themed, guided instruction with independent work in reading, writing, and oral language. By integrating a variety of approaches, a balance is achieved in which students learn to understand text as well as how to read it (Cooperman and Cunningham)
In its original form, balanced literacy focused on presenting both skills-based teaching and meaning-based teaching during separate literacy blocks. The focus of the new curriculum was the systematic and explicit teaching of phonics as a foundation to comprehension, as well as, whole language, presenting literature-based experiences (Frey, Lee, Pass, & Tollefson)
This places the teacher in the role of an author. Modeled writing usually occurs in front of the whole class (Nations)
The incorporation of phonics approach is essential in improving students learning abilities. Additionally, educational approaches that encompass child-centered learning environment can greatly improve students' learning (Altieri, 2011)
Curricular-Based Method This instructional approach encompasses several features of literacy responses in teaching to help teachers teach students better. In addition, the approach looks at building a correlation between reading skills and learning requirements in promoting literacy development among students (Camilli & Wolfe, 2004)
The integration of phonics instructional approach in the literary program exposes students to several literatures helping them become independent and affluent readers. In addition, the phonics approach encourages accountability and student control of learning processes thereby improving their learning capabilities (Fresch, 2003)
Conclusion It has been confirmed that teaching children reading and writing skills is an incredibly complicated issue for most teachers. Learning is a complex multifaceted process requiring teachers and students to work together to help students understand its fundamentals such as spelling and writing (Frey, Lee, Tollefson, Pass, & Massengill, 2004)
Novel Approach In this instructional approach, students engage in reading and writing jointly. The students work as a group and by reading a novel; below or above their grade they improve their reading and writing skills (Lapp, Flood, Fisher, & Brock, 2006)
This is due to establishment of literacy programs providing students with little phonemic awareness. Additionally, the balanced literacy programs are poorly designed; often lacking effective educational support for students (Mermelstein, 2005)
Phonics Instructions Phonics instructions are essential for the literacy program in improving pronunciation and fluency levels among the students. Research has ascertained that improved learning outcomes are realized by using phonics since it provides learners with vocabulary to use through a structured approach (Vadasy, Sanders, & Peyton, 2006)
There is a strong association between the depicted 'language gap' by a child and his eventual incapability to grasp concepts at their school. Findings: "Language is an organized system of symbols that has meaning and is used for interpersonal and intrapersonal communication (Byrne, 1978)" Byrne has clearly identified the importance of language and has highlighted the fact that "the development of language is tightly linked with both social interaction and learning to read" (CLLRNet, 2007)
"Language is inextricably entwined with our mental life: Our perceiving, our remembering, our attending, our comprehending, and our thinking.in short, all of our attempts to make sense of our experience in the world (Clark, 1991)