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Module 2: Highlights on Becoming a Nation of Readers

Thiara M. Pagan Borrero

Department of Education in ESL, Cambridge College Bayamon

ESL620-PH01

Dra. Linda Santiago

February 10, 2024.

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Index

Introduction……………………………………………………………………………………3

Chapter 1………………………………………………………………………………………4

Chapter 2…………………………………………………………………………….………..5

Chapter 3………………………………………………………………………….………….6

Chapter 4………………………………………………………………………….…………7

Chapter 5………………………………………………………………………….…………8

Chapter 6………………………………………………………………………….…………9

Chapter 7……………………………………………………………………………………10

Conclusion………………………………………………………………………………….11

References………………………………………………………………………………….12

Appendix…………………………………………………………………………………..13
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Introduction

Effective reading practices are shaped by the amount of parental engagement in their

children's literacy acquisition (Edward, Ndijuye, & Shukia, 2022). Studies highlight the

importance of early literacy experiences and parental involvement in helping children develop

pre-reading abilities (Edward et al., 2022). Additionally, the National Reading Panel's (2000)

observations illustrate evidence-based methods for teaching kids to read and emphasize the

fundamental ideas that reinforce efficient reading education. Another relevant reading is "The

Effects of Parental Involvement on Early Childhood Literacy" by Carolyn H. Siegel. This study

examines the impact of parental involvement on the early literacy development of children and

provides insights into effective strategies for promoting literacy engagement at home.

With the help of foundational publications like "Becoming a Nation of Readers"

(Anderson et al., 1985), educators can better understand the circumstances surrounding the

development of literacy. This book seeks to close the gap between theory and practice by

combining research findings and professional advice to give teachers practical strategies for

encouraging students' literacy engagement and competency. With the insight these studies

provide, educators can cultivate a more holistic approach to literacy instruction and address the

needs of language learners. Through collaborative effort between researchers, educators, and

families, the culture of effective literacy skills should gradually increase in schools around the

world.
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Chapter 1: The Importance of Reading

- Reading is fundamental for success in school and life, impacting academic achievement and

personal enrichment.

- Proficiency in reading is closely linked to academic success across subjects.

- Early identification and intervention for struggling readers are crucial for preventing long-term

academic difficulties.

- Emphasizes the urgency of addressing reading difficulties and fostering a culture of literacy in

schools and communities.

- Calls for parental involvement, effective instruction, and early intervention to promote reading

skills.

- Highlights the role of reading as a lifelong skill essential for participation in society and

personal fulfillment.
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Chapter 2: The Nature of Reading

- Reading involves various cognitive processes including decoding, comprehension, and fluency.

- Explores the debate between phonics-based instruction and whole language approaches.

- Comprehension strategies, vocabulary development, and fluency are critical for effective

reading instruction.

- Reading development progresses through identifiable stages, influenced by biological,

cognitive, and environmental factors.

- Phonics instruction, comprehension strategies, and vocabulary development are essential

components of effective reading instruction.

- Recommends instructional approaches that address the complexity of reading processes and

support diverse learners.

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Chapter 3: Learning to Read: A Developmental View

- Early literacy experiences and oral language development shape children's literacy skills.

- Literacy development progresses through identifiable stages influenced by biological,

cognitive, and environmental factors.

- Strong oral language skills lay the foundation for reading and writing success.

- Recommends rich language experiences, early literacy interventions, and differentiated

instruction to support diverse learners.

- Calls for attention to children's developmental stages and individual needs in literacy

instruction.

- Emphasizes the importance of home and school environments in fostering literacy

development.
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Chapter 4: Reading: A Psychological Process

- Reading involves cognitive processes such as perception, attention, memory, and

comprehension.

- Effective reading requires automatic word recognition, decoding skills, and comprehension

strategies.

- Schema theory explains how readers use prior knowledge and experiences to comprehend text.

- Comprehension is influenced by text characteristics, reader factors, and situational variables.

- Reading instruction should focus on developing word recognition skills, comprehension

strategies, and metacognitive awareness.

- Recommends instructional approaches that promote active engagement, metacognitive

monitoring, and comprehension strategies.

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Chapter 5: Reading and Society

- Literacy is essential for civic engagement, economic opportunities, and personal fulfillment.

- Low literacy levels are associated with social and economic challenges, highlighting the

importance of literacy education.

- Access to quality education and literacy skills is recognized as a fundamental human right.

- Effective literacy programs can empower individuals, families, and communities, leading to

positive social change.

- Calls for collaborative efforts among governments, educational institutions, and community

organizations to promote literacy and address literacy-related challenges.

- Emphasizes the societal impact of literacy and the importance of equitable access to quality

education.
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Chapter 6: Teacher Education and Professional Development

- Discusses the decline in intellectually talented individuals entering the teaching profession and

the factors contributing to it.

- Calls for raising admission standards, improving teacher certification requirements, and

enhancing working conditions to attract and retain effective teachers.

- Emphasizes the need for comprehensive teacher education programs and ongoing professional

development opportunities.

- Recommends expanding preparation in reading, strengthening practical training, and bridging

the gap between research-oriented and practice-oriented faculty.

- Highlights the importance of mentoring programs, collaborative professional development, and

supportive school environments for teachers.

- Calls for systemic changes to promote teacher excellence and address the looming teacher

shortage.
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Chapter 7: Becoming a Nation of Readers: Recommendations

- Emphasizes the importance of parental involvement, effective instruction, and early

intervention in promoting reading skills.

- Calls for comprehensive reading readiness programs, stimulating classrooms, and well-

designed phonics instruction.

- Recommends reducing workbook activities, increasing independent reading time, and

promoting writing opportunities.

- Highlights the importance of well-stocked libraries, effective assessments, and a supportive

reading ethos in schools.

- Calls for collaborative efforts to implement verified practices, improve teacher education, and

promote a culture of literacy nationwide.

- Emphasizes the role of leadership, high expectations, and continuous professional development

in fostering reading achievement.

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Conclusion

The insights learned from research on literacy acquisition emphasize the critical role of

parental involvement and evidence-based instructional practices (Edward et al., 2022; National

Reading Panel, 2000). By revisiting approaches to silent reading and exploring new directions in

literacy instruction (Hiebert & Reutzel, 2010), educators can adapt to evolving literacy trends

and meet the diverse needs of learners.

Therefore, integrating the methods from "Becoming a Nation of Readers" (Anderson et

al., 1985), educators gain a deeper understanding of the complex nature of literacy development

and the universal modifications needed to promote effective literacy instruction. As we attempt

to empower learners and promote access to literacy, collaborative efforts and ongoing

professional development initiatives play fundamental roles in developing literacy results

altogether.

References
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Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson I. A. G. (1985).

Becoming a Nation of Readers. Reading.National Academy of Education.

Retrieved from https://naeducation.org/wp-content/uploads/2021/08/Anderson-

Hiebert-Scott-Wilkinson-Becoming-a-Nation-of-Readers.pdf

Edward, G., Ndijuye, L. G., & Shukia, R. (2022). The Role of Parental Involvements

in Children's Acquisition of Kiswahili Pre-Reading Skills in Tanzania.

Retrieved from https://files.eric.ed.gov/fulltext/EJ1363242.pdf

Hiebert, E. H., & Reutzel, D. R. (2010). Revisiting silent reading: New directions

for teachers and researchers. The Reading Teacher, 64(1), 66-71. Retrieved from

https://textproject.org/wp-content/uploads/books/Hiebert-Reutzel-2014-Revisiting

-Silent-Reading.pdf

Siegel, C. H. (1995). The effects of parental involvement on early childhood literacy.

Journal of Reading Education, 21(3), 12-17. Retrieved from

https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1157&context=edu

cation_masters

Appendix
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Appendix A

National Reading Panel. (2000). Teaching children to read: An evidence-based

assessment of the scientific research literature on reading and its implications for reading

instruction. Retrieved fromhttps://www.nichd.nih.gov/sites/default/files/publications/pubs

/nrp/Documents/report.pdf