SEC 540 DQ Posts.docx - DQ 1.1 Greetings class I believe...

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DQ 1.1 Greetings class, I believe that nonfiction is more difficult than fiction for students to comprehend. It requires more factual knowledge, beyond fiction’s simple truths of love, hate, passion and remorse. So students do not know enough about the real world because they don’t read nonfiction, and they can’t read nonfiction because they don’t know enough about the real world. Hopefully that makes sense. Fiction is a lot easier to understand due to it is made up. Fictional stories are made to spark the interest of the reader and his/her fantasy world. However, I would argue that it really depends on the comprehension level of the student and what really interest him/her. For example, There are some students that love reading fiction novels that are based on a true story. I believe that these kind of stories make students feel more connected to their society. Whereas we have some students that the fantasy world sparks their interest. They like the idea of flying cars, wizards, dwarfs, etc communicating with humans. Comprehending what you read depends heavily on what you already know about the topic. After the reading we would discuss the vocabulary words again along with their meaning. This would give students several opportunities to read the words and understand them. Designing instruction to include specific motivational practices can foster motivation to read. For example, the Concept-Oriented Reading Instruction (CORI) approach , which has had positive impacts on literacy in a number of research studies (Guthrie, McRae, & Klauda, 2007). Reference Guthrie, J.T., McRae, A., & Klauda, S.L. (2007). Contributions of Concept-Oriented Reading Instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42, 237-250. DQ 1.2 In the Common Core State Standards, the National Governors Association Center for Best Practices and the Council of Chief State School Officers (2010) cite a compelling research base supporting the shift to more complex, nonfiction texts. They note, for example, that students who are able to answer questions related to complex text have a high probability of earning a C or better in an introductory-level college course in U.S. history or psychology. One reason reading nonfiction may be so important is that it helps students develop their background knowledge, which itself accounts for as much as 33 percent of the variance in student achievement (Marzano, 2000). Background knowledge becomes more crucial in the later elementary grades, as students begin to read more content-specific textbooks (Young, Moss, & Cornwell, 2007) that often include headings, graphs, charts, and other text elements not often found in the narrative fiction they encountered in the lower grades (Sanacore & Palumbo, 2009). I believe that as an educator the best way to help students with literacy development is to think about their interest. If I can find a way to incorporate the childrens interest along with enhancing their knowledge then I am exceeding my own expectations. I believe that picking literature that students can relate to will also help motivte them not only to read the material, but also expand their vocabulary.

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