Reading Nightmares :: essays papers

discipline Nightm ars Reading nightm bes strain up at many different directs. There are nightmares at the content and disk operating system levels. There are nightmares within the field of study education, and with teachers across all subject areas. This is a key point in the articleExploring interlingual rendition nightmares of middles and secondary school teachers by William P. Bintz.At the national and state levels, research indicates that students experience a declining interest and slowing development in meter practice from the seventh stigmatize on (Farr, Fay, Myers , & Ginsberg, 1987). They demonstrate gains in version during the early years, these gains seem to taper off in the middle and speeding grades, and decline during the high school years. (Chall 4)Many studies give strength to this pedigree that reading nightmares occur nationally. They show that students have difficulty with tasks requiring interpretations of what they read, that students do l ittle, if any, reading in school and for homework, and that there is a decline in reading sciences amongst 12th graders. (Bintz 13). Goodland (1984) believes that this problem may exist because of the relationship between magazine spent on reading instruction and the decline in reading abilities. He points out that reading occupies only approximately 6% of house time in elementary school, 3% in junior tall school, and 2% in senior high school. (p 106-107). It is noted that 8th grade students watch TV, on average, almost 22 hours per week. They read for less than 2. (Humphrey 23). Reading instruction, as a field of study, is also ripe with nightmares. Too often, educators make assumptions about reading and its instruction. These include (a) Reading instruction is primarily, if not exclusively, the image of elementary, not middle and secondary school teachers and (b) reading is an isolated skill once mastered in the elementary grades students require no that instruction . (Bintz 14) As Burnett is keen to show, these attitudes are changing, but slowly. Teachers on the secondary level are still hesitant to get involved in reading instruction. They see themselves as teachers of content. But, perhaps, as Summers states, maybe the content area teachers are hesitant because they, along with many language arts teachers, arent properly trained to provide reading instruction. Regardless of content area, all teachers are seeing the same nightmares.