Benchmark Assingment.docx - Running head BENCHMARK ASSIGNMENT Reading and Writing Instruction Grand Canyon University REA 500 1 COMAPRING AND

Benchmark Assingment.docx - Running head BENCHMARK...

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Running head: BENCHMARK ASSIGNMENT Reading and Writing Instruction Grand Canyon University: REA 500 September 26, 2018 1
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COMAPRING AND CONTRASTING Reading and Writing Instruction Analysis of Reading and Writing Foundation Throughout history, reading instruction has changed so many times and the discussion or rather debate continues to this very day and there is no sign of it stopping anytime soon. The many different methods of teaching reading and writing started with the alphabet method, whole word method, whole language, blended method, and collaborative strategic reading. The alphabet method focused on the letter, letter syllables and how to spell certain words. At this time in history the primary focus of reading was so that people would be able to read and understand the bible (Strickland, 1994). In the middle of the 1800’s, Horace Mann decided to take American reading instruction to a different path, going away from the phonics style to the whole world method. The whole word method had teachers presenting a picture with the word next to it, students would then begin to associate the picture to the letters. Students learned to read or rather memorize words through repetition and using pictures. Also, during the whole word method, readers like the McGuffey Eclectic Reader or Dick and Jane become popular. The main goal of the readers was about comprehension. Whole word became whole language with only a few small changes such as bringing in real literature and making writing to be meaningful rather than just functional (Bergeron, 1990). The blended method consists of the whole language method with the added focus of the importance of having the work match the student’s level. Collaborative strategic reading combines reading comprehension strategy and cooperative learning. Students are put into small groups that have a variety of student levels and help each other to understand what they are reading (Klingner & Vaughn 1999). The content is presented first by the teacher to the whole class by using different modeling activities. Before reading the text, the students discuss what 2
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COMAPRING AND CONTRASTING they know about the topic as well what they might learn about the topic while the book is being read to them. During the reading of the text, students identify where they get stuck and where they are able to read easily This is called strategy is called click and clunk. Click is where students know the words and are able to understand the information presented. Clunk is where
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