Three Reading Models and a Balanced Approach

Three Reading Models and a Balanced Approach Introduction This paper is aimed at examining three approaches to reading, namely, skills model, socio-cultural model, and psycholinguistic model. These methods are often used by modern educators. In particular, it is necessary to discuss the main premises of these frameworks and explain the main differences between them.Advertising We will write a custom case study sample on Three Reading Models and a Balanced Approach specifically for you for only $16.05 $11/page Learn More Apart from that, this essay should demonstrate how they can be used for the development of a balanced approach to teaching literacy. These are the main issues that should be examined in this essay. On the whole, it is possible to say that a single model is not sufficient for explaining the process of reading and teaching literacy skills. More likely, educators should combine these frameworks in order to create a balanced approach that can better meet the diverse needs of students and co ntribute to their long-term development. Skills model of reading In many cases, teachers can take bottom-up approaches to reading. According to this perspective, this process consists of the following hierarchically-organized stages. First, one should speak about identification of letters with specific phonemes (Harris 2006, p. 6). Secondly, a reader identifies the connections between phonemes and word representations. Finally, a person assigns meanings to words and forms associations among them (Harris 2006, p. 6). These ideas have been used for the development of teaching methods. For example, it is possible to speak about the skills model of reading. From this perspective, a student should acquire and develop a set of specific skills which are necessary for reading (Heller, 2004, p. 4). For example, one can speak about the recognition of meaningful units such as morphemes or words (Westwood, 2001). Secondly, learners need to focus on such skills as finding letter-to-sound corresp ondence or comprehension of the ideas expressed by the author (Westwood, 2001). Moreover, the task of a teacher is to develop exercises that prompt learners to use each of the reading skills (Westwood, 2001, p. 42; Heller, 2004, p. 4). Some elements of this model are widely used by educators, especially at the time when they need to teach phonic awareness or word recognition.Advertising Looking for case study on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More One can say that this model is of great use to educators, especially at the primary stages of education (Heller, 2004, p. 4). However, this approach has often been criticized because it does not take into account the reader’s background knowledge and its impact on literacy development. Moreover, this method is not sufficient for explaining the differences in individual interpretations of the same text. Furthermore, this model can lead to the situation when stu dents focus only drilling exercises without being able to interpret the text or reflect upon its major ideas (Heller, 2004, p. 4). Therefore, they can become averse to reading in the long term. Top-down approaches Psycholinguistic model Additionally, one can speak about top-down approaches. They imply that a reader makes hypotheses on the basis of brief text samples. Furthermore, these hypotheses are based on his/her knowledge of grammar or vocabulary (Kucer, 2009). Moreover, according to this perspective, effective reading involves such cognitive processes as memorizing or contextual understanding of words and phrases. Overall, this approach can be exemplified with the help of the psycholinguistic model which can also be adopted by teachers. It is premised on the assumption that students tend to make and test predictions while reading (Hill, 2006, p. 142). For example, they can make guesses about the meaning of words, short phrases, sentences, as well as the entire text (Birch, 200 6, p. 7). The main issue is that they may not necessarily read every sentence, world, or letter. As a rule, they rely on their background knowledge while making conjectures about the content of the text (Taylor 2008, p. 30). It should be kept in mind that this model is often used by teachers working with ESL students who may not know the meaning of every word or phrase (Taylor 2008, p. 30). Thus, they have to make assumptions about the possible meaning of lexical or syntactic units (Williams, 2003). In this case, a teacher should pay close attention to students’ background knowledge because in this way, one can anticipate the difficulties that learners can face. It is necessary to compare psycholinguistic and skills model. The supporters of psycholinguistic model such Kenneth Goodman recognize the necessity for well-developed reading skills (Goodman, 1973, p. 263). However, there are important distinctions that should not be disregarded. For instance, according to skills mode l, reading is a sequential process.Advertising We will write a custom case study sample on Three Reading Models and a Balanced Approach specifically for you for only $16.05 $11/page Learn More In turn, a learner can fully recognize a word only when he/she can recognizes each of its letters. Similarly, the meaning of the world is derived only at the time when one can see its syntactic relations with other lexemes within a sentence. In turn, the advocates of psycholinguistic model challenge this assumption. For example, they argue that readers tend to make a hypothesis about the meaning of a text without reading each of the sentences (Taylor 2008, p. 30). If students believe that their predictions are not correct, they have to read some parts of the text once again. Overall, these models can effectively supplement one another. Socio-cultural model Furthermore, it is important to examine the socio-cultural model of reading which is also of great values to mode rn educators. This method has been advocated by such scholars as Allan Luke and Peter Freebody (1997) who advocate the idea of multiple literacies. According to this approach, while interpreting the meaning of a text, learners rely on their background knowledge, worldviews, attitudes, beliefs, and so forth (Konza, 2006, p. 50). To a great extent, their understanding can be affected by socio-cultural context or identity of a student (Hammerberg, 2004). This is one of the main premises that are incorporated in this model. Therefore, teachers should be aware about socio-cultural differences that shape the development of literacy. This task is of great importance to Australian society which is very diverse in terms culture. Apart from that, readers first attempt to understand the purpose of the text, because this knowledge can help them evaluate the main idea that the writer wants to express. Moreover, they tend to reflect on the context in which a certain text can be written. For examp le, readers should bear in mind that the texts written for digital media can differ from those ones which are intended for printed press (Collins, 2003, p. 174). Overall, socio-cultural model emphasizes the importance of context. According to this model, there are multiple literacies (Collins, 2003, p. 174).Advertising Looking for case study on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, a reader should know how written language is used by the representatives of various cultural groups. This knowledge can enable a student to understand the major ideas of a text (Collins, 2003, p. 174). Secondly, he/she should be aware of how technologies changed written communication. It is possible to discuss the similarities of this method with skills and psycholinguistic model. Similar to psycholinguistic model, socio-cultural method is based on the importance of background knowledge. The main peculiarity of this model is that it does not focus only on linguistic competence of the reader. Much attention should be paid to reader’s understanding of culture and society. Thus, one can say that the socio-cultural approach incorporates an extended notion of background knowledge. This is the main aspect that distinguishes this approach from psycholinguistic model. Apart from that, this method recognizes such a notion as decoding skills. The use of theories for the de velopment of the balanced approach The models, which have been discussed in the previous section, can supplement one another, and they can be used for developing a balanced approach to reading. In this context, the term balanced approach is used to describe a method that incorporates the development of separate skills and ability to understand the meaning of a text (Westwood, 2001, p. 47). Yet, the balanced approach is not a mere combination of top-down and bottom-up techniques. Educators should remember that teaching should be child-centered (Westwood, 2001, p. 48). This is the main principle that should be considered. This method incorporates various theoretical frameworks and models (Brooks, Fisher, Lewis, 2004, p. 220). It implies that educators should attach more importance to the observations that they make in the classroom (Cohen Cowen, 2007, p. 37). In this way, teachers can better evaluate the strengths and weaknesses of different theories. These are the main principles t hat underlie the balanced approach (Winch et al., 2012). To a great extent, the balanced approach established in Austria reflects these models. For example, according to these requirements, teachers should focus on the development of phonics and decoding skills (NSW Department of School Education 1997, p. 12). Such a strategy is widely used in primary schools. This requirement is a reflection of skills model which is necessary for the development of many reading exercises. Apart from that, students are taught various strategies that can help them to understand the meaning of the text (NSW Department of School Education 1997, p. 244). They should be able to make predictions about the arguments expressed by the author. This requirement originates from psycholinguistic model. This approach is also beneficial for the needs for ESL students. Furthermore, the balanced approach incorporates the idea of multiple literacies (Maltais, 2008). In other words, readers should learn more about cul tural or social knowledge that is essential for interpreting written communication. Additionally, learners are encouraged to use their background knowledge about the topic (NSW Department of School Education 1997, p. 12). They should understand the peculiarities of written communication in digital or print media (Amant, 2007). To a great extent, this requirement originates from socio-cultural model which became popular several decades ago. Furthermore, much emphasis is placed on such a notion as intertextuality (Baker, 2004). This term implies that the meaning of a word, phrase, or sentence may not be understood if a person is not familiar with the relations between different texts. This argument is particularly relevant if one speaks about the use of quotations (Baker, 2004). On the whole, the balanced approach incorporates the elements of different models. Conclusion Overall, this discussion shows that one cannot develop a universal model that can fully explain every aspect of the reading process. The attempts to find this approach are more likely to be futile. Furthermore, teaching literacy cannot be based on a single theory. Instead, one can argue that there are different theories which can effectively supplement one another. This argument is particularly relevant to socio-cultural model, skills model, and psycholinguistic model. They can be used for developing various cognitive processes that are related to reading. Additionally, they are necessary for the life-long learning of a person. These are the main points that can be made. Reference List Amant, K. (2007). Linguistic and cultural online communication issues in the global  age. New York, NY: Information Science Reference. Baker, M. (2004). Routledge Encyclopedia of Translation Studies. New York, NY: Routledge. Birch, B. (2006). English L2 Reading: Getting to the Bottom. New York, NY: Psychology Press. Brooks, G., Fisher, R., Lewis, M. (2004). Raising Standards in Literacy. New York, NY: Routledge. Cohen, V., Cowen, J. (2007). Literacy for Children in an Information Age:  Teaching Reading, Writing, and Thinking: Teaching Reading, Writing, and Thinking. New York, NY: Cengage Learning. Collins, J. (2003). Literacy and Literacies: Texts, Power, and Identity. Cambridge, England: Cambridge University Press. Goodman, K. (1973). The Psycholinguistic Nature of the Reading Process. Detroit, MI: Wayne State University Press. Hammerberg, D. (2004). Comprehension instruction for socioculturally diverse  classrooms: A review of what we know. The Reading Teacher, 57(7), 648-658. Harris, P. (2006). Reading in the primary school years. Melbourne, Australia: Cengage Learning Australia. Heller, M. (1999). Reading-Writing Connections: From Theory to Practice. New York, NY: Psychology Press. Hill, S. (2006). Developing early literacy: assessment and teaching. New York, NY: Eleanor Curtain Publishing. Konza, D. (2006). Teaching Children with Reading Difficulties. Melbourne, Australia: Cengag e Learning Australia. Kucer, S. (2009). Dimensions of Literacy: A Conceptual Base for Teaching Reading  and Writing in School Settings. New York, NY: Routledge. Luke, A., Freebody, P. (1997). Constructing Critical Literacies: Teaching and  Learning Textual Practice. New York, NY: Allen Unwin. Maltais, C. (2008). Perspectives on Multiple Literacies: International Conversations. New York, NY: Detselig Enterprises. NSW Department of School Education. (1997). Teaching Reading:  A K-6 Framework. Web. Taylor, M. (2008). Orthographic and Phonological Awareness Among L1 Arabic ESL  Learners: A Quasi-experimental Study. New York: ProQuest. Westwood, P. (2001). Reading and Learning Difficulties: Approaches to teaching  and assessment. Camberwell, Victoria: The Australian Council for Educational Research Ltd. Williams, J. (2003). Preparing To Teach Writing: Research, Theory, and Practice. New York, NY: Routledge. Winch, G., Johnston, R., March, P., Ljungdahl, L., Holliday, M. (201 2). Literacy:  reading, writing and childrens literature. South Melbourne, Vic.: Oxford University Press.

The main EU regulatory to the financial crisis Essay

The main EU regulatory to the financial crisis - Essay Example The German government and regulators in the finance industry requested the European Commission to bail them out within six months after the crisis began. The bailout of 9 billion Euros was granted and was directed at the IKB German Bank (Grote, & Marauhn, 2006). Furthermore, the governments of other member countries of the European Union pumped in capital within their financial institutions. Examples included the Northern Rock bank located in the United Kingdom. The fast pace of the spread of the financial crisis was not unexpected since most of the securitized United States debt was originated for distribution to European investors and institutions. To this end, the financial crisis that affected the European Union is blamed on the business model of â€Å"originate-to-distribute† that is synonymous with U.S banks (Mattoo & SauveÃŒ , 2003). Evidently, the large international financial institution adopted this model which allowed the institutions to increase their lending powe r without disrupting the set capital standards by regulators. Moreover, this model created instruments such as credit default swaps, mortgages guaranteed by securities, and debt obligation that was collateralized. In this regard, such instruments played a part in exploiting weaknesses evident in financial regulatory structures. In addition, under-written mortgages and securities, insufficient coordination within national regulatory bodies, and regulatory arbitrage by the regulators all played a role in undermining the regulatory structures.

Pick a country other than india and write a paper on business ethics Research

Pick a country other than india and write a on business ethics - Research Paper Example This paper analyses some of the ethical principles that business operators in PRC have to adhere to and the challenges posed by these requirements. Natural right and social construct Property rights give people legal ownership of property and hence decide on how and with whom to share such properties. This therefore would leave all wealth with the rich as the poor forever remain in poverty. But Nair (2012) argues that owners hold a legal obligation to other people in the community and that this principle propagates that. Therefore, to operate ethically, there is need to give back to the society. Unlike the Western countries’ promotion of individualism culture, PRC propagates Confucianism with focus on organization of the society to propagate collective welfare and stability. This appreciates the interdependence in humans and their welfare which determine the resultant quality of the society. Wang (2006) gives an example of the Chinese authorities’ requirement for more e ndowed businesses to be taxed more than the ones who are not, for the benefit of the whole community. Production This type of business ethics dictates that firms have the duty of ensuring that their processes do not cause harm needlessly. This covers even the products that get released to the market. But most organizations would hold the fact that the products they produce do not have any risk to the consumers. It would be however important to consider other related factors such as the environment. Firms have a legal obligation to ensure that their processes and products do not harm the environment. Therefore, they would be responsible for the environment for the entire product cycle. Wang (2006) gives an example of eco-economics ethics that combines both ecological and economic ethics in business. In China, there is emphasis on human harmoniously living with nature (Chan, 2001). The Taoist philosophies require that man finds ways to adapt to the environment and integrate with it in order to achieve unity between nature and man. The government has crafted various regulations to conserve the environment but lack of emphasis on implementation has led to continued pollution as witnessed in its capital, Beijing. International issues China being an international player in trade has players from all over the world. Therefore, business entities operating in the region face the challenge of adapting to regulations that are in line with the international communication behavior due to some localized regulations in the country, China known for its richness in culture. The confines of Guanxi for instance dictate that â€Å"if someone does a favor for you, there will be an expectation that you, at some point in the future will return the favor† (Clair & Norris, 2011, p.4). From the international perspective, this could be viewed as corruption and therefore unethical. But in China, this would simply be taken as a promise for a future accomplishment, which if met woul d be considered as ethical. This relationship-focus nicety is what differentiates Guanxi from corruption which international corporations should be aware of so as to avoid falling into problems with the Foreign

Employment and Delegation Essay Example for Free

Employment and Delegation Essay In the scenario given there were five behaviors of delegation used. They were: clarifying the assignment, specifying the employees range of discretion, allow the employees to participate, inform others that delegation has occurred, and establish proper feedback channels. In this paper, each behavior will be discussed as used in the scenario, and will give specific detail of how we as managers would have handled the delegation. Clarity of the assignment, is providing clear expectations of an assignment with details, deadlines, an audience, and the importance of the assignment being done on time. This is the first step in the delegation process of the project. If we ask someone to complete one of our assignments, we would want to be sure that the assignment is done the way we would have completed it. Theres a reason why we asked that particular person. If it was something anyone could do you can ask for volunteers. Informing others that delegation has occurred is essential behavior in the delegation process. Obviously Ricky has other employees that he manages. So it is important to inform those employees about the delegation as well. He chose Bill because of his three year experience in the contracts group. However, there isnt any mention of addressing Rickys other employees. Since he assigned Bill to this project what about Bills daily duties? Is Ricky going to provide Bill with help in regards to his daily work, or will he be required to complete both the project and his work? Thats what we do not know, but they were having a meeting in the morning to discuss the assignment. These are issues Ricky has to figure out now, along with informing his staff, because if Ricky did not inform his other employees, they may perceive it as favoritism and think he is trying to hide it from everyone. Ricky should also inform Bill of the reasons he chose him at their meeting in the morning, and also let him know he will be communicating the project to the rest of the team so they are aware Bill will be working on the assignment for the given time frame. Normally in those situations you look to the person who may be capable of doing the job based on previous experience. It is important to share the wealth when it comes to delegating task to the staff. I would assume that Bill is one of the go-to guys that can and is able to complete task with assigned deadlines. However, the behavior skills that stick out to me the most are clarify the assignment, inform others that the delegation has occurred, and establish feedback channel. It is important that Ricky clarifies with Anne what the guidelines for the new manual are so that he can clearly communicate them Bill. Setting up one-on-one sessions or a team meeting will be useful to inform all team members of the decision. Lastly, Ricky should set up periodic reviews with Bill to check on his progress and also see if any assistance is needed. agree that some of the delegation skills where used in this scenario, but not all were used fully. I like the point made earlier in the discussion that Ricky probably manages more then one employee, In the scenario I think Anne did a poor job for a few reasons. 1) Ricky already was working on a major project, and as his boss she should have been aware of that before she asked him to do it. She may have been, but this is what we dont know. 2) Anne asked Ricky to do the assignment. Obviously there was a reason why she asked him, so when he requested Bill to replace him why did she allow it? If I delegate an assignment to my employee I want the person to do what I asked. I feel that clarifying the assignment, specifying the employees range of discretion, allow the employee to participate were the delegation skills used the most in the scenario, while establishing feedback channels and inform others that delegation has occured wasnt as much if any. I remember an old saying form a manager I had who would say, inspect what you expect! We are tasked to ensure what we empower our workforce to accomplish is completed the way we expect it to be done. However, if we do not adequately communicate our expectations to the employee, than how will we be able to hold them reliable for the job. Now, am I saying we should micro-manage? Never! And im sure no body wants to spend time micro-managing. What we do want to ensure though is task completion and work from a decentralized form of management so the employee doesnt get frustrated in their job. Bottom line, we empower people everyday, the question is how much do we trust them? Allow the employee to participate. We have that found the employees participation is the best means to empower them not only in their job, but it gives them personal satisfaction. Now, this can be somewhat dangerous because you never want to give them an unchecked decision machine. As the section mention, you allow the employee to participate in that decision and then a set limit of authority is transferred to them for the project. We know, from experience that you must maintain that channel of communication with the employee so to keep them on the right direction. This will be training opportunities for managers with the employee in how to better make decisions without being biased. I know it can be challenging at times and personal matters may strive to cloud our decision process, but over time the employee will learn how to set aside personal reasoning.

Majority Rule :: Essays Papers

Majority Rule According to John C. Calhoun’s â€Å"Disquisition on Government†, Rousseau’s ideas were wrong. Unlike Rousseau, Calhoun believes that man is more self-interested than socially interested therefore Rousseau’s idea of a sovereign making a fair general interest decision obsolete. Calhoun acknowledges the fact that in any society there has to be a decision making procedure and a form of power. He then explains how that power will naturally make self-interest a priority. Calhoun breaks up the decision making process of voting into two different categories, numerical/absolute majority and constitutional/concurrent majority. Calhoun stresses the fact that there is a major difference between these two and â€Å"that they cannot be confounded without leading to great and fatal errors†. Numerical majority is described as a majority of numbers, which does not consider the actual people who make up this â€Å"so called† majority. Mr. Calhoun insists that confounding the two majorities and considering numerical majority as the only majority will in fact tear apart the popular government. Instead he explicates the importance of every persons opinion, this is what is so overlooked in a majority rule, because there are more numbers does not make that a right majority. A majority is most often in control or heavily involved with its government. Calhoun explains that if a constitution is made to be easily changed to limit the powers of some departments, as well as this may seem, can cause harm. A majority that is limited by one of these provisions will find it easier to do away with these provisions because of their numbers, while the minority will not have the ability to keep the provisions. These beliefs are easily correlated with the issues of states rights during the civil war. I agree with Calhoun and his beliefs of majority. Although our nation today is prosperous this does not make the decisions of and other events in our country right. We have almost lost touch with many groups and simply dubbed them the minority.

Biology What Are Your Career Goals and How Do Your Immediate Educational Plans Fit Into Them Essay

Biomedical Science Biomedical Science is the application of biology – based science for medical use. It will allow you to learn the human body at the whole body, organ, tissue, cell and sub cellular level. You will also learn how these systems can go wrong in various diseases and how accurate diagnosis can be made using a variety of laboratory tests. Biomedical Science is a continually changing, dynamic profession with long-term career prospect including research, management and education. Biomedical Scientist Biomedical Scientist learns scientific and personal skills and gain qualification that can be transferred all over the world and can be recognised globally. BTEC HND Biomedical Science graduates may apply for the associate membership of the Institute of Biomedical Science in the UK after obtaining 5 years of relevant work experience. Careers Hospital laboratory biomedical scientist Industrial laboratory bio-scientist Bio-science research Medicine or Dentistry (after acceptance in medical school and further training) Science teaching Transfer Opportunities Students, who successfully complete HND in Biomedical Science, can transfer to Northumbria University Biomedical Science Degree which is accredited by the Institute for Biomedical Sciences (IBMS). It provides the education and training required to become a Registered Biomedical Scientist. awarded by BTEC Higher National Diploma (HND) BTEC HND in Biomedical Science is a 16 unit higher level qualification which is awarded by Edexcel UK. Programme Structure Unit 01 Unit 02 Unit 03 Unit 04 Unit 05 Unit 06 Unit 07 Unit 08 Cell Biology Biochemistry Human Physiology Laboratory Techniques Medical Microbiology Project Analysis of Scientific Information and Data Quality Assurance & Quality Control Unit 09 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Histology and Haematology†¦ [continues]

Levels of Government Essay - 886 Words

Independent regulatory commissions exercise all three powers of government one being the legislative branch. The powers of the legislative branch consist of enforcing laws passed by congress and establish policies. The legislative branch also has the power to confirm federal appointments and to impeach federal officials. A lot of times the legislative branch raises money and decides how that money is spent. Some monies are used to help government officials with their campaigns. The powers of the non legislative branch consist of amending the constitution to work with today’s laws and government but some amendments did not make it to the full process like the budget amendment and the school prayer amendment. The constitution gave the non†¦show more content†¦For instance, they may try to get congress members to vote against a particular bill and convince members of the executive branch that a certain law is not that great. According to ( Volkomer; pg. 113) â€Å"the term â€Å"lobbyists† was first used several centuries ago in Great Britain when journalists would sit in the lobbies of the House of Commons waiting to interview legislators.† Most lobbyists are known to be practicing lawyers and public relation experts that are affiliated with large firms in Washington. Most are former members of congress and administrators who have worked in the executive branch. With their knowledge and personal contacts they know how congress agencies function and that’s how they end up persuading congress members. I am sure there might be dangers to lobbyists who try to influence legislators. Some dangers have been being prosecuted for bribery and corruption. This is why they made rules so that these lobbyists could not engage in personal relations or interactions with congressmen. They are not allowed to take them out to dinner, buy them expensive gifts or lavish them with expensive trips. 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