The Importance of Learning to Read as a Continuing Process
The two principles I find most important to the learners are “learning to read as a continuing process” and “Reading involves the construction of the meaning represented by the printed symbols”(Roe, Smith, " Burns, 2011). My choice of this principles is based on the understanding of one of the leading aspects of learning presented in the book which is sensory and perception which highlights the necessity for the learners to understand and interpret symbols before them. Also, reading as a subskill will require constant practice to master and finally integrate which is essential to learning instructions.<\/p>
The Significance of Schemata in Children's Reading
According to Roe and Smith, the schema is essential to children based on the avenue it creates for the relation between prior acquired knowledge and currently taught skills in which case the authors suggest this is the ability to relate to their schema (2011). The aspect of schemata offers an understanding of the organization of ideas, actions, events, and people. It is understood that schemata vary based on the experiences and information which affect the internal structure of the person about reading. From this article, one can gather how the different experiences affect continuous growth and ability to read successfully(Roe et al., 2011). Well-structured backgrounds for students support easier recalling and summarizing of reading materials.<\/p>
The Role of Motivation in Successful Reading
Research suggests that motivation of students plays a significant role in successful reading among learners. According to Schiefele, Stutz, and Schaffner, motivation is essential based on the positive effect it has on the self-efficacy of a student which enables them to read persistently (2016). One of the ways of motivating students in classrooms is by reading aloud(Schiefele, Stutz, " Schaffner, 2016). When teachers read aloud, students develop a deeper understanding of the subject which prompts them to have an active role in individual reading.\u00a0<\/p>
References
Roe, B., Smith, S. H., " Burns, P. C. (2011). Teaching reading in today’s elementary schools. Cengage Learning.
Schiefele, U., Stutz, F., " Schaffner, E. (2016). Longitudinal relations between reading motivation and reading comprehension in the early elementary grades. Learning and Individual Differences, 51, 49–58.
