Reading Theories in Curriculum: Lesson Plan Analysis & Evaluation

This practical assignment provides an analysis of reading theories and their application within a curriculum lesson. It discusses and evaluates various theories of reading, including the nature of reading (bottom-up and top-down models), schema theory, and other learning theories such as behaviorism, cognitive interactive reading theories, constructivism, and transnationalism. The assignment includes a lesson plan focused on reading for pleasure, detailing activities, resources, and curriculum links. It highlights teaching methods aimed at improving students' reading comprehension, spelling, and expressive reading skills, with specific examples related to phonological awareness and decoding. This document, contributed by a student, provides insights into effective teaching strategies and curriculum development.

Assessment 2 Exercise
Table of Contents

INTRODUCTION...........................................................................................................................1

Discuss and evaluate theories of reading
It has been seen and find out that the reading is tend to be extremely complex process that
is difficult o explain at satisfactorily level. Further, there are four main theories of reading which
are tend to be applied by the teacher while teaching and helps in better reading of English. These
four main theories of the reading tend to includes and comprises of the (i) the nature of reading,
(ii) schema theory, (iii) reading comprehension, and (iv) the variables involved in comprehension
(Mikulecky, 2021). The first theory of reading is tending to be based on the nature of reading
that is tend to be a complex process. It has been formulated and presented by this nature of the
reading theory that have their fundamental diverse views which result from two different
aspects based on the of psychology: behaviourism and cognitive. In relation and contact to the
this model and theory of reading that reflects and shows that the most of the reading models are
the partial in nature that are tend to have related and concerned with specific aspects. Theses
specific aspects of the reading are mostly tend to be based on the perceptual or cognitive nature
or might also depend on the stages of the reading comprising of the beginning or skilled
reading. Along with this, the reading based on the nature theory is also tend to be affected and
impacted by the modes comprising of the oral or silent reading thus, this, theory does attempt
or focus and emphasis on the all aspects of the reading process (Frederiksen, 2021).
On the basis of the current teaching experience and based on the gathered dataset it has
been seen that in practical way there are two common nature of way of reading based on theory
of nature of reading that consists of the bottom up model and top down model. It has been
analysed that the Seth who is 6 years and 7 month old and has get the 33 marks out of the 84 in
the phonological awareness data test along with this the Below 64 within the Decoding
CVC/Blends/Various vowel spellings/multisyllabic along with 8 in the sight words, 1 in the PAT
R and 5 in the reading level. Based on the analysis and evaluation of the Seth marks and reading
process it has been seen that he tend to have a bottom up model of the reading which consist of
the reading process where the child and student is basically tend to have a proper way and sense
of the translating, decoding, or encoding process. Along with this, during the current teaching
process it has been also seen and reviewed that Seth is reader who tend to starts with letters or
larger units as he tend to have bottom up nature of reading along with this he also attends to then
he begins to anticipate the words as it spell. Further, it has been observed while teaching Seth as
when the words are identified by his and other child with bottom up reading nature they are
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tended and have the habit to decoded to inner speech from which the reader derives meaning
in the same way as listening (Davis, 2021). Thus, it tends to carte and supports a better way
of the process reading as well as leading and creating a improved comprehension that is believed
taken as to be present in a more automatic way of the outcome of the reading that is tend to be
more accurate and have an effective word recognition. Further, it has been also experienced that
the followers of these models of reading tend to have argued that reading is basically and
essentially taken as the translation of graphic symbols into an approximation of oral language.
Thus, the model of reading seen within Seth is tend to be based on the bottom up models of
reading that seemed to be influenced by behaviourist psychology of the reader along with
affecting the structural linguistics to supports effective and appropriate beginning reader in the
child. Apart from this, based on the current data set it has been seen and analysed that the Amelie
A who is 6 years and 10 months old tend to have a score of the 45 in the phonological
awareness test and Below 64 in decoding of the CVC along with 21 in sight words and 1 in PAT
R and 5 as reading level. Thus, based on this data set it has been seen that many of the children
and also tend to have and implicate the top-down models of that reading based on the nature of
reading theory. It has been reviewed and analysed that within the top down model of reading the
reader tend to have a better and more cognitive as well as the higher language competence that
tend to support and plays a key role in the construction and leading out the better understudying
as well as the meaning from the provide set of the printed materials. Further, it has been also
experienced during the teaching that the most of this reading theory are based on
psycholinguistic theory (Arrington and et. al., 2022). Beside this, the nature of reading theories
also tend to defines the reading as a process which tend to comprises and involves the better way
of the using available language cues that are tend to be generated and selected from perceptual
input on the basis of reader’s predictions. Beside this, has been seen and find out that the top
down model of the reading is also tend to be based on information proceed as well as well as the
tentative decision bout the meaning which need to be confirmed, refined or rejected. Along with
this, it has been also seen that the top down model of reading is also effective in supporting and
leading out the graphic information within the child that need to be get rejected and supported by
the hypotheses to give better meaning and comprehension (Lawall, 2022).
The another model of the reading tends to includes and comprise of the Schema theory that
is based on the nation of the schema and related with the concepts results from the effective
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development of the cognitive science in the child. Further, it has been seen and analysed that the
schema theory is need to be basically a theory based on representation that facilitates the better
use of the knowledge. Beside this, in case of the Seth it has been seen that the according to the
practical application of the schema theory it is been seen that the use of text only direction is
being used to retrieve and construct the meaning. Along with this, based on the comprehending
of the text it has been seen that this theory supports an interactive process to have better reading
experience in child. Beside this, it has been also seen and find out the cognitive reading skills are
tend to be created by the application of these nature theory of reading along with other as it
supports the efficient reading through emphasis in better learners attention along with
anticipation of the form as well as the content. Beside this, the application of the reading theory
is also a vital and helpful in leading and supporting the recognise as well as recall of the specific
details to have better identification of the main idea (Duke and Cartwright, 2021).
Further, on the basis of the review of current data set as well as based in teaching
experience it has been seen and revised that the behaviourism, cognitive, constructivism and
transnationalism are also forms out key reading theories. The behaviourism theory of learning is
tend to be present and essential within the select child to encourage and supports better learning
which was essentially conditioned and based on response to stimulus thus supports better
comprehension and understanding level. Further, it has been also seen and analysed that the
cognitive interactive reading theories is also vital while teaching as these form of theories tend to
place an equal level of the emphasis on the role of schema of readers along with the importance
of the content. Along with this through effective implication of reading theory more emphasis is
given on the word, sentenses and text meaning to enhance the pleasure, fluency and spelling of
the child rather than directly jumping off the page into the verbatim rendering of text. Further,
the constructivism their tend to supports and leads to better learning based in culmination of
several distinct such as development of psychology along with leading semiotic interactionism.
Along with this, implication of transnationalism theory of reading is also vital to lead higher
pleasure and improve fluency in child based on the notion of the literacy events through leading
a better transaction between the sender and receiver while teaching to child (Davis, 2021).
PART 2
Time Curriculum cut
and paste in full
Focus
for the lesson
Teaching (what is Learning
What are the
Specific
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highlighting the
relevant
elements
related to the
curriculum
the teacher doing?) children
doing?)
Resources
Reading for Pleasure Lessons
1 hour In order to
improve
greeting for
pleasure lessons
the curriculum
includes
Selection of a
wide range of
children’s books
and stories
which will be
provided to
children to
increase the
reading. In
addition to this
reading will be
completed with
focus on
increasing
expressive
reading first
students so that
they are able to
not only read the
words which are
written in the
The lesson
related to the
curriculum will
be expressive
reading and
understanding
the story
clearly by
reading out
loud. This
lesson
including
creative
reading
promotes
better spelling
and decoding
abilities in
children as
well as their
confidence to
understand the
language
clearly
(Hoover &
Tunmer, 2018)
1. The teacher
will be reading
aloud the stories
and sections of the
books provided to
the children and
helping the children
read in an
expressive manner
in front of the glass
one by 1 so that
they develop
confidence.
2. In addition
to this the teacher
will also help
students pronounce
specific spellings so
that they are able to
improve their
knowledge of
English spelling
and reading.
3. Apart from
this the teacher will
1.Students
will be
tasked with
reading story
books out
loud and
noting the
spellings of
words which
are difficult
to pronounce
for them.
2. After
this students
are also
tasked for
creating
illustrations
for this
duties they
have
completed so
that they are
able to
develop their
own meaning
Usage of
video
presentations
on the stories
so their
students are
able to
understand
the summary
of the story
by looking at
animated
PowerPoint
presentation
slides is
another
material used
for this
lesson.
The reading
for pleasure
lesson which
will be
provided for
student
during this
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books but also
understand the
expressions and
feelings
associated with
the word by
connecting
grammatical
elements of the
sentences such
speech and
punctuation
marks.
Expressive
reading
increases student
confidence
(Horowitz‐Kraus
& Hutton,
2018). The story
books which
will be utilized
in this case
include
interesting story
books such as
the adventures
of Harry
Stevenson,
where the
sidewalk ends
also provide
support to EALD in
using supportive
material to read in
Australian English.
to reading in
a fun and
enjoyable
manner.
time include
introduction
on previous
lesson and the
progress
students
made last
time.
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and Dragons in a
bag along with
non fiction
books like how
things workout
inside out which
tells about the
ways in which
daily use things
function.
1 hour
30
minutes
The curriculum
involves
instructive
reading practises
such as reading
and writing
spellings of
animals and
popular media
characters. In
addition to this
lesson also
involves
watching clips
all popular
media among
children and
reading the
dialogues set
Internet in media
so that children
The lesson
includes asking
students to
spell out their
favourite
movie or
cartoon
characters and
right sentences
about their
strength and
likeable
factors. It
involves
asking students
to read
dialogues off
popular
children's
media tips so
that they are
1. Teachers
will be
asked to
play video
clips for
students so
that they are
able to read
the
dialogues
from the
video clips
of popular
children’s
media and
understand
the
dialogues
spoken by
the
performers
•
Firstly the
student will
be asked to
develop
written
material
about their
favourite
media
character and
what are
their qualities
that make
them
likeable.
• After
this students
will be asked
The specific
resource
which will be
utilised in this
reading for
pleasure
lesson
include video
clips from
popular
media which
involves
characters
speaking with
Australian
accent. In
addition to
this day we
do live also
need to have
subtitles
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are able to read
while also
enjoying the
media. In this
way children
will improve
their spelling as
well as reading
abilities and
confidence in
English
language while
also enjoying
their popular
characters and
media so that
they are not
bored with the
lesson (Graham,
S. & Et. Al.
2021).
able to read
English
dialogues in
native
Australian
accent clearly
and understand
the meaning
completely.
This will
develop
confidence in
elite students
when it comes
to
communicating
with their peers
who speak
with native
Australian
accent and will
also develop
the ability to
understand
English clearly
and read it
quickly. This
lesson will also
serve as a
break from
regular
in the video
clips.
2. The teacher
is given the task of
instructing the class
and guiding
students went to
individually read
different dialogues
so that they are able
to enjoy the media
while also learning
and completing
their reading
practise.
3. Finally it is
the teachers duty to
help children
improve their
spelling while
writing about their
favourite characters
and reading their
written material so
that they are able to
develop
comprehension
skills.
to read their
own little
material in
front of class
so that they
are able to
develop their
confidence
while also
enjoying the
assignment
which talks
about their
favourite
character
from popular
media.
Learning
from popular
media
engages
students in a
more
effective
manner when
compared to
other types
of teaching
material
because it
attracts
through
which friends
are able to
read their
dialogues and
understand
Australian
accent
clearly. This
will help the
lad student
learn about
Australian
English
language an
accent and
improve their
reading an
understanding
of Australian
English
language an
accent.
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studying
different
concepts which
are usually
boring and
help students
find enjoyment
in their
learning while
also providing
students an
opportunity to
develop their
confidence in
learning about
Australian
English
Australian
English accent
and reading
Australian
English
dialogues.
students
attention
completely
(Hintz &
Tribunella,
2019).
•
Finally the
student will
be asked to
read
dialogues
from popular
media clips
so that they
are able to
lead specifies
dialogues set
back
characters
with
Australian
accent and
learn about
Australian
language and
accent more
clearly.
Video
8

medium is
effective in
providing
students an
engaging
environment
for learning
as it retracts
the students
attention and
helps them
keep their
concentration
on teaching
material
instead of
getting
distracted.
REFERENCES
Books and journal
Arrington, C.N. and et. al., 2022. The impact of transcranial magnetic stimulation on reading
processes: A systematic review. Neuropsychology Review, pp.1-23.
Davis, R.B., 2021. A Colonial Southern Bookshelf: Reading in the Eighteenth Century (Vol. 21).
University of Georgia Press.
Duke, N.K. and Cartwright, K.B., 2021. The science of reading progresses: Communicating
advances beyond the simple view of reading. Reading Research Quarterly, 56, pp.S25-
S44.
Frederiksen, J.R., 2021. Component skills in reading: Measurement of individual differences
through chronometric analysis. In Aptitude, learning, and instruction (pp. 105-138).
Routledge.
Graham, S. & Et. Al. (2021). Do children with reading difficulties experience writing
difficulties? A meta-analysis. Journal of Educational Psychology. 113(8). 1481.
Hintz, C., & Tribunella, E. L. (2019). Reading children’s literature: A critical introduction.
Broadview Press.
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Hoover, W. A., & Tunmer, W. E. (2018). The simple view of reading: Three assessments of its
adequacy. Remedial and Special Education. 39(5). 304-312.
Horowitz‐Kraus, T., & Hutton, J. S. (2018). Brain connectivity in children is increased by the
time they spend reading books and decreased by the length of exposure to screen‐based
media. Acta paediatrica. 107(4). 685-693.
Lawall, S., 2022. Introduction: Reading World Literature. In Reading World Literature (pp. 1-
64). University of Texas Press.
Mikulecky, B.S., 2021. A short course in teaching reading. Allyn & Bacon.
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