Factors that Affects Students Reading Skill in Grade 9

Reading

Reading is the most basic learning strategies of every that might appear in their very young age. The reading skills of the children are sometimes advance than their writing capacity. The most common teacher of the children is their mothers who are always there to attend in their needs. In the time where the child is already attending the school, the reading capacity of the children became broad. Through reading, children can learn different literature such as stories and poems. Reading skill in all aspect of pedagogical remains one of the most essential tools of a student to learn. In the examination of the reading skills of most of the students, the results are different. Some students appeared to be in advanced reading or can speak the words correctly with proper diction and pronunciation. While, others finds it hard to speak certain words and there are presences of stuttering of words. In the perspective of the teacher, it is normal for a student to struggle in words when the student is in the lower grade. But the view is different when a student belonged to the Grade 9. On whatever result it maybe, there are certain factors that affects the skills of the Grade 9 students in terms of reading.

Factors Affecting the Reading Skill

In general, most of the studies and educators agreed that the family is the most important factor in the ability of the child to read. Like in the statement above, the mother is the first teacher of children. The relation of the family in the reading skill of the student created more impact than of the school interaction. Sometimes, the community or the environment of the child is associated in the family-factor. Both families and communities create a relationship in the students’ literacy proficiency. Aside from that, there are sociocultural and other educational perspectives that can be describe as the factor of the student’s reading skill.

The social capital in the society entails the relations or networks of the provided opportunities for children in accessing the development an identity. With this the children are allowed to understand and value the cognitive development processes. This factor can be in the personal initiative of the student to learn. The other factor is based on the sociocultural perspective that is through the organized cultural and social practices of the children that can affect the successful learning. This is where the community plays an essential in the children’s development.

As said earlier, the family is considered as one of the factors. The support of the family is considered as the transactions between the children and the parents that can be influential in their learning. Aside from the guidance of the parents there are also important requirements to meet the optimal learning and competence of the child such as providing the shelter, food and nutrition, attachment or belongingness, encouragement, and the appropriate parenting style. The involvement of the parent in the learning path of the children is also a critical force that is very powerful than the management of the teacher in the education of the child especially when the child has disability problems. The last factor is the reading programs that are offered within the educational setting or from the different organization. The equity in reading advancement is emphasized in some areas where there is a high literacy gaps that is commonly seen in the depressed areas. But the reading advancement is not created to earn for profit. Most of the organizations are well-known because of their philanthropic advocacy in education.

Successful Reading

The factors presented affect not only the reading proficiency of the children but as well as their behavior toward the learning. If all of the requirements or factors are met, the successful engagement of the children in reading can lead to a successful learning. The relationship of the school, family, and community are considered the factors that play in the children’s reading proficiency. Through the proper assessment of the said factors, the gaps in reading proficiency can be determined and the thrust for another pedagogical innovation can be formulated. There are other available initiatives that can provide additional competency for the children and opportunities for them in the near future will be clear because they are armed with knowledge. In order to achieve this, the educational settings should also provide diverse sources or intervention where the children can learn while addressing the ambience of fun. Like the tongue-twister, this can help the children say the right words without any stuttering.

Works Cited:

Frempong, G., Ma, X., & Archampong, E., 2006. Improving Reading Skills: Policy Sensitive Non-School and Family Factors. [Online] Available at: http://dsp-psd.pwgsc.gc.ca/Collection/HS28-40-2006E.pdf. [Accessed 03 Feb 2010].

Gunn, B., Smolkowsli, K., Biglan, A., Black, C., & Blair, J., 2005. Fostering the Development of Reading Skill through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students. Journal of Special Education, Vol. 39, No. 2.

Torgesen, J., 2003. Operationalizing the Response to Intervention Model to Identify Children with Learning Disabilities: Specific Issues with Older Children. Responsiveness-to-Intervention Symposium. [Online] Available at: http://nrcld.org/symposium2003/torgesen/torgesen.pdf. [Accessed 03 Feb 2010].