Question 1
In reference to the two articles, teachers have the possibility of enhancing their students' text processing by facilitating their capacity to read and thus interact effectively with the text also referred to as comprehending the text and its content. Comprehension of text by students can be facilitated by teachers by teaching them on building vocabulary words, decoding skills, assisting the depict fluency in their reading, involve in text self responses and finally help the strengthen their background knowledge (Kintsch, 1998).
Question 2
I will choose vocabulary.com as it contains different kinds of words as addressed by the article as one of the considerable factors of choosing a vocabulary source. Different and wide wording on the website brings about the wider perspective of the meaning of words presented as vocabularies (Beck, 2002). This explains the various uses of words and also addresses the various types of vocabularies including technical vocabularies. Another considerable aspect of the vocabulary website choosing is the deep vocabulary instruction presented on the website. This depicts a clear understanding of vocabularies as not just words but the concepts attached to the vocabulary.
Question 3
The challenge to provide the a balance curriculum is emergent from the various diversity grouping of students. Students from an English speaking background will consider being approached differently from other non-English speaking groups. Diverse students having a good background of English language experience will always experience little gaps in taking in effective literacy instructions. Economic disparities are another associate factor that contributes in challenging the provision of a balanced curriculum approach (Fisher, 2009).
The literacy curriculum as its opportunity of achieving balance in the development and provision of high profile teachers with skills and clear understanding of the various diversities that are engaged in the curriculum. This will provide a balance grounding for all as such teachers will employ their skills and professionalism to approach each and every student differently while bearing in mind their background differences. The independent elements of effective literacy need to be identified and focus laid on them.
References
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Fisher, D., Frey, N., & Lapp, D. (2009). In a reading state of mind: Brain research, teacher modeling, and comprehension instruction. Newark, Del: International Reading Association.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge: Cambridge University Press.
Lapp, D., & Fisher, D. (2011). Handbook of research on teaching the English language arts. New York [N.Y.: Routledge.
Pearson, P. D., Harvey, S., Goudvis, A., & Heinemann (Firm : Portsmouth, N.H.) (2005). What every teacher should know about reading comprehension instruction. Portsmouth, NH: Heinemann.
