Reading Nightmares :: essays papers

learning Nightm ars Reading nightmares exist at many different levels. There are nightmares at the national and state levels. There are nightmares within the dramatic art of enjoining education, and with teachers across all subject areas. This is a key conduct in the articleExploring interpret 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 retardation development in reading from the seventh grade on (Farr, Fay, Myers , & Ginsberg, 1987). They acquaint gains in reading during the early years, these gains seem to taper off in the middle and upper grades, and crepuscle during the high school years. (Chall 4)Many studies shed strength to this argument that reading nightmares occur nationally. They show that students have hindrance with tasks requiring interpretations of what they read, that students do little, if any, reading in school and for homework, and that there is a lower in reading skills amongst 12th graders. (Bintz 13). Goodland (1984) believes that this problem may exist because of the consanguinity between time spent on reading teaching method and the decline in reading abilities. He points out that reading occupies only more or less 6% of class time in elementary school, 3% in junior High school, and 2% in senior high school. (p 106-107). It is remark 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 fledged with nightmares. Too often, educators make assumptions about reading and its instruction. These include (a) Reading instruction is primarily, if not exclusively, the role of elementary, not middle and secondary school teachers and (b) reading is an isolated skill once mastered in the elementary grades students get no further instruction. (Bintz 14) As Burnett is keen t o show, these attitudes are changing, but slowly. Teachers on the secondary level are still hesitant to get complicated in reading instruction. They see themselves as teachers of circumscribe. But, perhaps, as Summers states, maybe the issue area teachers are hesitant because they, along with many language humanities teachers, arent properly trained to provide reading instruction. Regardless of content area, all teachers are seeing the same nightmares.