what role does phonics and word study play in upper grade reading?
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I have a friend that never learned his phonetix, he's really terrible at english and actually got disability benefits.\n\n\nIt's very problematic. It will take limited time to teach kids perfect phonetics, it's just a matter of patience and memorization.
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Ensuring all Michigan children can read by the end of third grade is critical to student achievement and is a key priority of Governor Jennifer Granholm, the State Board of Education and the Michigan Department of Education.\n\nReading First, part of the federal No Child Left Behind Act of 2001, is a focused nationwide effort to provide States and school districts with support to establish research-based reading programs for students in kindergarten through third grade. Funds will also support a significant increase in professional development to ensure that all teachers have the skills they need to teach these reading programs effectively. Additionally, the program provides assistance to States and districts in preparing classroom teachers to screen, identify and eliminate reading barriers facing their students, receive support to apply scientifically based reading research.\n\nThe Michigan Department of Education (MDE) is one of the first state education departments to be awarded and to implement Reading First programs in the nation.\n\nHere you will find information and resources on Reading First and the No Child Left Behind Act of 2001. In addition, this site contains examples of successful reading instruction, and information for Reading First district and school team members.\n\nIf you want to learn more about Reading First visit the Reading First in Michigan page that is part of this Web site.
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Is your school not offering tutoring? I don't know that there is free tutoring out there unless you could apply for some kind of grant. There are lots of good phonics based computer programs. I like Reader Rabbit and Jump Start. You can even check them out from your local library. Encourage reading in your house as much as possible. I read to my kids every night. If the book is easy enough we take turns reading. Recently found a good incentive program that is free online. Kids read, take quizzes and earn points to get free stuff. Anything that will encourage reading will help. \nI hope the school has considered any learning disabilities. They should be able to test for and diagnose such things.
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Other than doing a lot of reading, you could learn some phonics rules for English.  Spelling according to these rules doesn't work all the time, but it might help.
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If you are a university student (or if you are a full teacher, most universities will allow their alumni on the journal search portals), use your university library journal base (WilsonSelect, etc.) to identify journal articles on parent roles in reading skill acquisition (e.g. reading daily to child, pointing out and using environmental print together consistently, etc.).  Most of the information out there is in peer-reviewed journals. Also, try the links below for general information. Good luck!
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Start with picture modules for vocabulary, and have the child read books that speak directly about the pictures they contain (Pre-Primer/Level A/etc.). Use flash cards, word-picture matching, etc. to increase word recognition speed. To build speaking vocabulary, do lots of acting-out practice with verbs (e.g. "walk," "see," etc.). Children learning a second language learn just like an infant learning a primary language... first, basic nouns/verbs; next, comprehension of the overall idea in longer statements through noun/verb recognition, sound cadence, and context; later, adjectives and adverb modifiers... Then verb conjugations, article use, complex grammar patterns, etc.\n\nAlso, model reading to the student...in my school we use big books, through 5th grade (content is at grade level, it's just a "big book" so that the whole class can see it easily). Make sure to point out nouns and verbs in the picture as you read the text aloud.\n\nSo start with those Pre-primer (picture-text exact match) books -- your school (system) should have some excellent non-fiction for the early elementary kids, so check with a K-2 teacher or your Title I office. \n\nAdditionally, phonics decoding is a nightmare for the ELL student, because there are so many spelling patterns due to English being a mish-mash of several different languages (did you know the letter "s" has 3 sounds? example: sun, is, sure). Get yourself training in Orton-Gillingham or another complex phonics approach that addresses ALL the spelling combinations, not just the first couple of primary patterns.
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word recognition, reading comprehension, and reading fluency.\n\nword recognition- if a student doesn't recognize a word, they tend to disjoint and separate the text trying to figure out the individual words rather than entire chunks of text.\n\nreading comprehension- Even if a child can read at a fluent rate, they are still considered an inefficient reader if they cannot understand or recall the details of the story they read.\n\nreading fluency- a fluent reader reads quickly and with appropriate phrasing and expression and are able to work with larger units of text. They can also help listeners understand their message. Non-fluent readers read slowly, in a word-by-word fashion that makes it difficult for them or others to understand the intended message.
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Maybe these will help...\n\nhttp://www.carolhurst.com/\nhttp://www.literacytrust.org.uk/pubs/readerindex.html\nhttp://www.reachforreading.com/\nhttp://www.lessonplans.com
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yo liike   "READ A SPELLING BOOK"
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Teaching English reading using phonics involves relating certain rules about English pronunciation:\n\n\nBasic rules\nEach letter is like an animal, which has a name and the sound(s) that it makes. e.g. A cat says "meow". \nEach vowel has two sounds: one long and one short. The long sound is the same as its name. The long sounds are in Ape, Eat, Eye, Oh, and You. Their short equivalents are A (a as in at), E (e as in elm), I (i as in it), O (o as in hop), and U (u as in up). (A criticism of this statement would be that in fact every vowel has a third sound -- the schwa -- the sound of a vowel that is unstressed in an unstressed syllable. The schwa is the most frequent vowel sound in English. Additionally, the 'a' in 'father' is different from the 'a' in 'cat'. \nEach syllable is made by blending the sounds of each component. e.g. reading the word by adding one sound at a time, as in -e, -ed, bed. \nWhen a single vowel letter is in the middle of a word (or syllable), it usually says its short sound. e.g. "Got", "Bed". But there are many exceptions to this rule. See irregular vowels below. \nWhen a single vowel letter is in the end of a word (or syllable), it usually says its long sound (or its name.) e.g. "Go", "Be". \nWhen two vowels go hand in hand in the same word (or syllable), the first vowel usually says its own name (long sound) and the second vowel stays silent. e.g. "Bake" (Ay sound + silent E), "Goal" (Oh sound + silent A), etc. But there are many exceptions to this rule. See irregular vowels below.
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i wouldnt be worrying so much about grades, but the content.  if they are missing a lot of key concepts and ideas that are appropriate for that age level, something needs to be done.  im an educator in texas and we have spelling activities every week, cursive is taught in third, and science is all year.  but there is so much more to school than those few things.  from what you have said, it makes me wonder what else is falling through the cracks?  i would contact the school board, the district superintendants, and whoever else you need to get this resolved.  check up on required curriculum for the state and see if this school/class is meeting those.
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Do you know there is a study which was performed in Harvard\nthat states, once the first letter and the last letter is in the correct place we would be able to read it!!! \nSo bferoe you jduge aynnoe cehck yuoreslf!
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Your question is a very broad one and there are many points of view on it.  Most theories look in one way or another at phonemic awareness, phonics, comprehension, vocabulary and fluency.  Do searches for each of those topics and you will get lots of information.  \n\nHere are some links that should help you.
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Reading improves: spelling, concentration, vocabulary, general knowledge, imagination, creative writing abilities. The more a person reads the better and quicker they get at it - one is also able to express themselves better when writing a report or paper.
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You'd get more answers if you posted this in "higher education" rather than "special education." Special Education focuses on helping people with special learning needs/differences in school.\n\nI can say that if you are reviewing literature in the English language, a way to speed up your reading would be to read the first and last sentence of each paragraph. If these two sentences look interesting, go back and read through the whole paragraph. Use the headings to give you an overall idea of each section.
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Haven't you ever watched someone doing something to learn how it's done? Same principle. Through reading you're not only learning grammar, spelling and sentence structure (by the way it's the easiest way to learn these things) but also how the story, document etc. is developed and told. Plus, you get an idea from as many different writters as your choose to read.
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Well, I would say assessment.\nI am doing one about whether students are more aware of assessment levels for reading and writing than speaking and listening (they are).\n\nOther people I know are doing whether written or verbal feedback is more effective in raising pupils marks.\n\nIts always useful to do something about disaffected boys and which type assessment works for them, peer marking, verbal or written.\nTry doing something simple like is it better to write a grade on a students work or not, because most students just read the mark and not the corrections or comments.\n\nThere are lots of useful books about action research, I got one off Amazon -Action Research in Classrooms and Schools by David Hustler.\n\nGood luck\n\n\nP.S contact me if you need to discuss futher.