The Use of reading Cues to improve Learning Ability
Majority of pupils at the age of five have reading problems, and this makes them feel inferior among other students who are excellent in reading. However, teachers ensure that they do all they can to give the pupil the best learning environment by improving their learning skills as much as possible. This discussion will highlight reflection of teaching and learning, as well as reconnaissance on how well a learning problem can be identified.
Reflection of teaching and learning
Children are exposed to vast of reading material for them to develop their memories, but the most important thing is how well they can analyze what they have learnt. I have realized that learning problems are real, and pupils start experiencing it when they are as little as five years of age. Some of them feel inferior being in a classroom with genius in learning, but the best thing to do is to guide them on how well they can do to implement learning strategies that will make them good pupils with abilities to compete well with others. Through my experience as a teacher, I have an ability to identify those pupils with learning problems. Some of the pupils have a problem to learn about time, in that, they do not realize the right time to read and the right time to memorize what they have already learned. Besides, those pupils that place their fingers on the reading materials have difficulties in reading because they cannot read well while placing their fingers on what to read. This is because, they only read what they are pointing and forget the next word to read, and this result in stammering while reading, and this can be termed as poor planning.
Some pupils have challenges to learn new skills as well as relying on memorization, and this makes them poor in reading because they cannot evaluate what they have learned. Other students have challenges to connect between sounds and letters, and this makes them to have poor reading abilities. Again, other pupils have difficulties in spelling, something that makes them poor in reading, and this goes hand in hand with reading errors in cases where they cannot differentiate between “b” and “d”, or simply letter reversals, inversions such as “m” and “w”, as well as transpositions such as “left” and “felt”. Pupils with reading problems also confuse some basic words such as run, dog and cat, and they cannot remember facts from a reading material they read.
Reconnaissance
During reading the comprehension, it is very difficult for teachers to identify a child with reading difficulties. However, my experience as a teacher has enabled me to distinguish and identify those pupils with learning problems. When one is reading aloud, I could identify how they articulate word, as well as how they pronounce them, and whether they strain reading one word after the other, or the entire sentence. Those pupils that stammer while reading have the problem in reading. Again, as a teacher, I could identify problem if pupils cannot explain anything about what they have read, or simply highlight what they found interesting through the reading (Beers, 2003). Again, other pupils have the challenge of impulsive behaviors, and they tend to read without considering what they are reading, or without necessarily having the forethought on whether they are reading on the right way. I have also learnt to apply scaffolding in my teaching, so as to support all the pupils with the leaning problems, and guide them through until they achieve their goals in learning (Verenikina, 2008).
References
Beers, K. (2003). When Kids Can't Read, What Teachers Can Do. Portsmouth, NH: Heinemann.
Verenikina, I. (2008). Scaffolding and Learning: Its Role in Nurturing New Learners.
