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

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DQ 1.1Greetings class,I believe that nonfiction is more difficult than fiction for students to comprehend. It requires morefactual knowledge, beyond fiction’s simple truths of love, hate, passion and remorse. So students donot know enough about the real world because they don’t read nonfiction, and they can’t readnonfiction because they don’t know enough about the real world. Hopefully that makes sense. Fiction isa lot easier to understand due to it is made up. Fictional stories are made to spark the interest of thereader and his/her fantasy world. However, I would argue that it really depends on the comprehensionlevel of the student and what really interest him/her. For example, There are some students that lovereading fiction novels that are based on a true story. I believe that these kind of stories make studentsfeel more connected to their society. Whereas we have some students that the fantasy world sparkstheir interest. They like the idea of flying cars, wizards, dwarfs, etc communicating withhumans. Comprehending what you read depends heavily on what you already know about thetopic. After the reading we would discuss the vocabulary words again along with their meaning. Thiswould give students several opportunities to read the words and understand them. Designinginstruction 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 literacyin a number of research studies (Guthrie, McRae, & Klauda, 2007).ReferenceGuthrie, J.T., McRae, A., & Klauda, S.L. (2007). Contributions of Concept-Oriented Reading Instruction toknowledge about interventions for motivations in reading. Educational Psychologist, 42, 237-250.DQ 1.2In the Common Core State Standards, the National Governors Association Center for Best Practices andthe Council of Chief State School Officers (2010) cite a compelling research base supporting the shift tomore complex, nonfiction texts. They note, for example, that students who are able to answer questionsrelated to complex text have a high probability of earning a C or better in an introductory-level collegecourse in U.S. history or psychology. One reason reading nonfiction may be so important is that it helpsstudents develop their background knowledge, which itself accounts for as much as 33 percent of thevariance in student achievement (Marzano, 2000). Background knowledge becomes more crucial in thelater 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 inthe 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 abouttheir interest. If I can find a way to incorporate the childrens interest along with enhancing theirknowledge then I am exceeding my own expectations. I believe that picking literature that students can

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