1) After Goodma’s demystification of the process of reading, how has your approach to your pedagogy changed?

2) What does perception mean to you and how does it relate to our students?

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21 Responses to “#2”

  1.   Nathaniel Marner Says:

    My approach to pedagogy has changed after Goodman’s demystification of the process of reading by realizing that teaching reading doesn’t just appeal to a few things. Teaching reading involves many steps. Students must know how to decode, comprehend, spell, etc. It is our job to show students how to make connections to the text so that they could understand it easily. As Goodman said “reading isn’t recognizing words, its making sense of print”. By showing students how to make connections, the will ultimately make sense of print and understand what’s going on in the process.

    I believe that perception is assuming to know without the full understanding. Students are perceived all of the time by people especially teachers. There are very few teachers who take the time out to understand why they are that way. Some students tend to not even try their best because they feel that the people around them don’t believe in them or are assuming the worst about them. I try to understand why students are the way they are and motivate them to reach that next level. There are teachers in my school and others that have negative perceptions about students. As we talked about in class last week, at the end of the year some teachers talk to other teachers about the students they will be receiving the next year (labeling them). Already teachers are having perceptions about these students. If we as teacher eliminate these perceptions about students and try to understand them, we might have better success in helping them succeed.

  2.   Adrienne Delaportas Says:

    Question # 1

    Goodman’s article as well as our class discussions really broke down the numerous components and aspects of reading. I have gained new insight into the way I view the process of reading. Learning to read is a complicated process that entails many things. As Goodman said, “Being able to read is not only stringing letters together.” Although a child may be able to read a word does not mean they are reading a text. Comprehension is a major part of reading. Goodman discussed that we must try and make sense of the various ways students comprehend text. Although it may not be comprehension in a traditional way, we must acknowledge the attempts and work toward improvement. The article also talked about the transaction between the reader and the writer. Just as writers bestow knowledge upon their readers, teachers bestow knowledge upon their students. Both teachers and students must be actively engaged while teaching or learning to read in order for reading to be a success.

    Question # 2

    Perception means how you view, read, or interpret a person or thing. Teachers try to read or gain insight as to who their students are. These perceptions may be based on how a student performs, interacts with other students, or their appearance. Faidman wrote “Neither doctor could tell how much of their inability to get through was caused by what they perceived as defects of intelligence or moral character, and how much was caused by cultural barriers.” I believe that similar situations may occur in the classroom. Cultural barriers may lead people to believe that a child is not as smart as others, when in fact it is the cultural barrier making them different from other students. Their lack of comprehension may simply be because of a language barrier. It does not mean they are not as smart as others or something is wrong with them. A child who comes to school well dress will be perceived as well taken care of. A child who comes to school in the same clothes every day will be perceived as poorly taken care of when in fact it may be part of their culture. Unfortunately these perceptions may be detrimental to the development of the child. Our perceptions may be misleading. It is important to try to get to know our students, really understand who they are, and work with them to ensure success within the classroom.

  3.   Christina Beatty Says:

    Question #1
    Perception is analogous to judging a book by its cover. As a teacher it is critical that we take the time to listen, observe, and communicate with out students to ensure any perceptions are accurate or fond to be untrue. Perceptions need to be proven not just taken to be fact. Students are entitled to more than just perception. It is the teacher’s responsibility to make sure of this.

    Question #2
    After reading Goodman’s article and our class discussion my pedagogy for the process of reading has changed. The process of reading does not only involve comprehension and the decoding of words. Goodman described the process of reading as “not only stringing letters along” but as a “transaction between the reader and the writer.” Students may be able to read the words in print but not comprehend the words. Comprehending the passage is crucial to the students because they are “trying to make sense of the text,” according to Goodman. As teachers it is our responsibility to teach the students how to make sense of the print. Goodman also stated having “background knowledge” is imperative to “make sense of print.” As teachers it is our responsibility to teach the students to use background knowledge to aide in “making sense of the print.” There are many parts to teaching students how to read, but as teachers it is our duty to ensure all students learn how to “make sense of print”.

  4.   Christine Bulger Says:

    Before reading Goodman’s articles and having our class discussions, I used to think reading was as simple as reading the words on the page. Now I understand that reading involves way more than just identifying. The article states that ” If we are to understand written language we must integrate knowledge from many disciplines’. Goodman talks about the transaction between the reader and the writer, which is something I haven’t considered, “The writer creates a text to represent meaning, but the text is never a complete representation of the writers meaning. The writer leaves much for the reader to infer. Human communication is never perfect. Thats because what readers or listeners understand depends as much on what they bring to the transaction as it does on what the author brought to the text”. The article also says, ” No text can be so successfully constructed by a writer that it can be comprehended without the reader actively trying to make sense of it”. Now I realize how important the transaction between the reader and the writer can be.

  5.   Christine Bulger Says:

    Question #2
    Perception is how you view something and how you make sense of it. Different people perceive different things about the same situation. I think that this perception relates to our students because depending on a certain situation, some teachers may be quick to decide that a child isn’t doing his/her work because they are acting out. The teachers perception of the situation is behavioral but the reason may be that the student just doesn’t understand. I think its important that as teachers we take our time in trying to understand a situation. Unless the cause and effect of a situation is physically seen, we cant instantly judge a situation without taking the time to look at all aspects.

  6.   Shadean Brown Says:

    My approach to the process of reading has changed after reading Goodman’s articles. I know that reading is a process where readers have to be able to decode words and comprehend what is being said in the text. However reading is more than that and there is a lot going on while reading. While reading the reader has to decode words, construct meaning, visualize and activate their prior knowledge. Goodman mentioned that a reader is active not passive since they have to be engaged in the text. “Meaning is in the reader and the writer, not in the text,” declared Goodman. One would think that the meaning is in the text and one has to find it but the meaning comes from what the reader brings to the text.

    Question #2
    I think that perception is making an assumption of what one sees and an act of becoming aware of something. As teachers, we make a lot of assumptions about our students based on their behavior or how they look. We hardly give the students a chance to prove themselves, we just start to judge them right away which is so sad. Even if we perceive a student a certain way, we should look pass it and see what they can do. When we think that a child can only do so much, even when they are doing more, we can hardly see it because of what we thought. We should not stop at what we perceive them to be, we should get the right information.

  7.   Danielle Bianchi Says:

    Question #1
    After reading Goodman’s demystification of the process of reading my approach to teaching children to how read has changed. I’ve learned that the process of reading is much more then just decoding words and comprehension. How well a child reads does require the child to be able to decode and comprehend well but also requires the child to have some sort of background knowledge of what he/she is reading. Throughout the school year, I teach many minilessons, of making connections to the text while reading and began to feel that these lessons were too repetitive. How much background knowledge a child has effects their level of comprehension. In regards to comprehension, I’ve learned that there is a difference between “comprehending” and “comprehension.” While children are reading a story, they are “comprehending” text – making sense of text. Comprehension is measured after the text has been read and questions are asked to the student. If the student is having difficulty answering questions about the text read I would prompt the student to make connections to the story. This can increase heir comprehension level.

    Question #2
    I define perception as a person’s viewpoint of something or some topic. Everyone has a different perception. Perception relates to our students in many ways. When reading a story or a poem, I may have a completely different interpretation than one of my 8-year-old students has. Perception does not only relate to reading and writing but to all areas of the curriculum. When I am teaching a new concept or reading/writing strategy and see my students do not understand it, I try to understand where or why they are confused. I ask questions and try to understand their perception of the material being taught. Our students are children, therefore, they have a different perception then we do. It is important to try to see things from their perception to meet their learning needs.

  8.   Meghan Pate Says:

    Question #1
    After reading Goodman’s demystification of the process of reading my approach to pedagogy has changed. What I have learned from Goodman is that while reading there is a “transaction between the reader and the writer.” The writer has put the words together to create the text. They have given the text meaning. However, the reader may bring or get different meaning than the writer. Background knowledge is an important factor in getting meaning from a text. A reader having background knowledge will allow them to make sense of the text. Reading is so much more than just decoding as described by Goodman. There are so many strategies to use and ways to create meaning. Our job is to help students create meaning from a text.

    Question #2
    Perception to me means how one sees or views something or someone. I think it relates to our students because as teachers we will have a sense about how our students behave and learn. I think this also goes along with misdiagnosing students. If you perceive a student in a certain way that could lead to misdiagnosing them. We need to make sure that we know the whole student. Also students may have different perceptions about what is being taught in the classroom. For example students coming from different cultures and experiences may perceive a story differently. As teachers we need to listen and understand where their perception is coming from. Students with different perceptions will allow greater classroom discussions and a more comfortable learning environment.

  9.   Jessica Kilcommons Says:

    # 1 After reading Goodman’s demystification of the process of reading my approach to pedagogy has changed. I was very confused when we discussed what it meant to read in class. I thought reading was just being able to read the words on a paper. As children when we first learn how to read we did not always know the meaning behind the word, but parents and teachers would be so proud that we were able to “read” the words that was written on the page. Now I understand that, that is not reading. That is decoding. I believe that reading is made up of many components (i.e. Decoding, fluency, comprehension, and making connections.) I have students in my class who are able to decode, but when they are asked to retell the story or answer reading comprehension questions they would not be able to answer. The students in my classroom that are “reading” are the ones who can decode, are fluent readers, are able to comprehend and are able to make connections to what they are reading. I don’t think a person is truly reading unless they are able to comprehend and make connections to what they are reading. I am able to read a chemistry book, I am able to decode the words, but I can not comprehend what I read. That is not reading.

    # 2 I think perception means you make assumptions or have expectations about people or situations. As teachers I think we have both negative and positive perceptions towards our students. Being a special education teacher I deal with other teacher’s perceptions about my students. People’s expectations are lower for children of special needs then those of the general education population. I think perception can impact a student’s education. It is like a self-fulfilling prophecy. If someone thinks I will not be able to achieve or do well, why should I try? I believe that we should try as educators to not put perceptions on our students.

  10.   Massiel Marte Says:

    1. After reading, Goodman’s article about the process of reading, my pedagogy has changed. Reading seems to be a simple process of decoding words and making meaning of the text, but there is more to it. Reading is a complex process in which children must learn to comprehend, make connections, infer etc. Goodman mentions the transaction between the reader and the writer. Goodman added, “The writer constructs a text with a meaning potential that will be used by readers to construct their own meaning.” This means that the writer writes a text with meaning but as the reader engages in the reading, it brings its own meaning to the text.

    2. Perception is how an individual’s view something. I believe teachers perceived their students all the time just by looking at child’s behavior or when they are not performing well in school. Sometimes just by looking at the child performance in school the teacher can make negative assumption of that child and think whether the child can make it or will not be successful in learning. As teachers, we should not give up on a child’s education. Teachers should get to know better the child and understand whom they are and where they come and encourage them to success.

  11.   Despina Galatoulas Says:

    Questions #1
    After Goodman’s demystification of the process of reading, my approach to pedagogy has changed. In fact, I learned a great deal about what reading really is. It is interesting how a simple question such as “What reading is” was hard for elementary school teachers to define. After our in class discussion, I realized how complex reading really is and the many components that go along with it. I learned that as teachers we need to pay attention to all the parts of reading in order to help our students become effective readers. I like how the article “Culturally Relevant text” explained the cueing system and how it broke it down in different cues, such as semantics, syntax, and graphophonics. By having a different language cueing system, there was meaning given to the miscues that are made. I, therefore, understood at that point how important miscues really were and that Goodman really did have a point. We can learn a great deal about how our students read and the strategies they use through their miscues. In the “Culturally Relevant Texts” article, it was interesting to see that the students did not make many miscues in both books. However, the book that they could relate more was the one that they were more proficient in comprehending. This proves to us once again that “the process of reading is much more than simply getting the words right”, as Ebe stated.

    Question #2
    To me, perception has to do with how people view a certain situation or society. When we perceive something we are giving a certain meaning or label. Perception can vary from person to person and, therefore, they can perceive different things about the same thing that is presented to a person. Two people can have different views about an art piece and can also have a different view about the same person. I believe that our past experiences may influence how and why we perceive something the way we do. In Fadiman, the perception that the Huong people had about American hospital was a result of their traditional beliefs and experiences that they had. The Huong people and the American doctors gave very different meanings to the same situation. Therefore, the Huong people had a certain perception that may have not been very positive because the American ways were unknown and at times contradicted their very own beliefs. Perception relates a great deal to our students. It relates to how teachers perceive their students before getting to know them. For example, Ms. Applebee had a past experience with a child named Bobby who never behaved and constantly disrupted the class. He ended up getting left back a grade. Two years later, Ms. Applebee gets Johnny, a boy who behaves very much like Bobby. She may now perceive Johnny as a child who is probably going to fail and get left back also. The reality may be that Johnny is an extremely bright boy who acts out because he gets bored easily. This is why we are always told to get to know our students on a personal level and try to understand why they may behave a certain way. We cannot let what previous teachers tell us or prior experiences influence our perception of students. We also have to remember that our students may also have different perceptions. Reason for this is that they also can give different meanings for the same story presented to them due to prior experiences or knowledge that they may have. This plays an important role as we teach our students because they may have a logical reason as to why they have a certain answer or perceive something the way they do. We need to try to remember that all our students should be given a chance before we perceive them a certain way and also remember they can perceive things differently and, therefore, try to understand why a student may perceive something the way he/she does.

  12.   Samantha Greco Says:

    Question #1:
    After Goodman’s demystification of the process of reading, my approach to the pedagogy of teaching definitely has changed. In his article he states “meaning is in the reader and the writer, not in the text . . . Effective reading is making sense of print, not accurate word identification.” The second part of this statement is completely unrealistic because effective reading should include making sense of print as well as accurate word identification. What Goodman sees to disregard is that reading has a number of components, not just comprehension. As teachers, we must teach our students all the steps it takes to be an effective reader.

    Question #2:
    Perception has to do with gaining knowledge and eventually becoming aware of that knowledge. This can relate to our students significantly mainly when they are effective readers. After reading a story, a student makes sense of the text in his or her own individual way. This is the way they perceived the story. This perception can and will be completely different than any other child in the class.

  13.   Kim Lapera Says:

    Question #1
    After Goodman’s demystification of the process of reading, my approach to pedagogy has changed in a positive way. I knew that there were many components that go into becoming a successful reader. As the mother of a child that is a struggling reader, I am always interested in finding out how to help my daughter become a better reader. I had always believed that if a child was able to read the words in the text by decoding than they would comprehend the story and vice versa. The student would not be able to comprehend the story if they lacked the decoding skills that they needed. Goodman’s perspective on the writer and reader also makes complete sense. There will always be a difference in meaning for not only the writer and the reader but between readers of the same exact text. The background knowledge that our students bring to our classrooms as readers influence how they will succeed in comprehension. As educators, it is our responsibility to dig deep and find the ways to insure our student’s success.

    Question #2
    Perception is a person’s ideas, views or thoughts about something or someone. Our perception can be influenced by something that we see or hear first hand. Our values and beliefs come into developing perception of many different things. There are many people that are influenced in their perceptions by others who have different values and opinions. Perception relates to our own students because it is not uncommon for students to be looked at by others differently. It is that negative perception that leads to a false impression of the student. As we discussed in class, these are the ideas that lead to misdiagnosis in our students. Currently, I am the temporary teacher in a special education class of kindergarteners and first graders. One of my students was born without a fully developed left arm. On my first morning with them, I went directly to help him take off his coat. To my surprise, he said “I can do it.” As educators, we are responsible for making sure that we welcome each and every student that enters our classroom with a clear perspective.

  14.   Jennifer Cestaro Says:

    1. After reading the Goodman article, and reading his breaking in the demystification of reading, my approach to the pedagogy of teaching has been expanded and deepened in the sense that I always knew reading was more then just the decoding of words and stringing the words together, I always believed that it was the making meaning of print so in that sense Goodman really opened my eyes to understand exactly what is done and needed in order to make sense of that print and therefore be reading.

    2. Perception to me means gaining awareness, and recognition of something, and therefore is always related to our students. We as teachers are always learning and gaining awareness of what is gong on in our classrooms and with each individual student. We are able to perceive when there is a problem or issue, or when things are going well. I think that it is important to not perceive in the sense that we are not looking fully into things, and therefore getting the wrong message because we did not look at the picture as a whole. For example just jumping to conclusions that a student will be a problem in the classroom just by hearing talking to the other teachers, instead work with the student, learn about the student and their life, their home life, their interests and find out where it is all coming from before making a premature perception about such behavior.
    When thinking of perception from a literacy stand point with our students I agree with Samantha that the perception of a text is going to be different from student to student, as stated in the article- no two people will get the same thing out of a given text due to our perception of that article and prior knowledge.

  15.   Christina Banome Says:

    Q1. In the article, Goodman states, reading is a psycholinguistic process, which means reading involves both thought and language. In addition, Goodman says, “The writer constructs a text with a meaning potential that will be used by readers to construct their own meaning.” These two revelations caused me to change my view on teaching literacy. I have realized that there is not one meaning to a story. There is not one answer when you are trying to comprehend a story. Students should not be afraid to use their thoughts to understand a story. They should not feel compelled to develop the “right answer” because reading is not about developing this answer; it involves creating meaning for oneself. As Goodman says, the writer creates a text with a “meaning potential,” which means that the reader does not have to develop a meaning that matches the writer’s meaning. Therefore, as a teacher, I will encourage my students to develop their own meanings from stories as long as they have support for it. I want them to explore the text and find meaning in it that relates to them. This will allow them to enjoy reading and create a relationship with the text.

    Q 2. Perception is how one views the world and the things around them; it is a person’s point of view. When someone is looking at a situation from their own point of view, there are usually aspects of the situation that they are unable to see. In addition, a person can be looking at a situation and only be seeing what they want to see. Many times, personal feelings and experiences are incorporated into people’s perceptions. This term “perception” is evident in many aspects of the classroom life. When a teacher is judging a student, they are developing conclusions about the child from their point of view. This could affect how a teacher treats a student because she is not seeing all aspects of the child’s life. In this situation, a teacher’s perception of a child can negatively affect the child’s academic success. Perception can also directly affect a student’s comprehension of a story. Students’ previous experiences and background knowledge can influence their view of a story. The students are reading the story through their eyes; therefore, they will develop their own meaning from the text. Even though the students are creating their own meaning, they are still reading because they are “creating meaning from text.” As teachers we need to allow our students to have these different perceptions because it shows their uniqueness and ability to use their experiences and background knowledge to contrive meaning from a piece of literature.

  16.   Maggie Hohlastos Says:

    Question #1:
    After reading the Goodman article there are many things that I have realized about the process of reading. Reading is a process that occurs between the reader and the writer. One of the most fascinating things that Goodman wrote is “both the knower and the known are transformed in the process of knowing.” When we are in the process of “knowing” or learning something we are changed by what we learned. Our views, ideas and beliefs may change because of the new information that we are taking in. We also bring our own ideas and understanding to the text so we are in a way transforming what is known. Our way of understanding the text may be different than the way the writer intended. When we read we use our prior knowledge and experiences to understand a text. So what we make of the text is what we bring to it. We are also limited by this in a way because we can only make and understand so much of a text due to our prior knowledge. Goodman also wrote “meaning is in the reader and the writer, not in the text.” I also find this interesting. I always thought of understanding the text and not understanding the writer of the text wrote it with a specific purpose. A text can only be what the reader and writer make of it. Everyone will have a different understanding of the text and sharing our different views can also help us with our own understanding. We must also allow our students to share their points of view and never turn their ideas away because we may not understand why they came to their understanding. We must not “assume” that their is only one way to understand a text or that a text can only have one meaning.

  17.   Maggie Hohlastos Says:

    Question #2:
    Perception is how people understand or see a particular thing. Perception is created by experience and knowledge. We perceive things in specific ways because of what we know and have experienced. When we are processing something we can only come to an understanding of it because of what we already know. We are also limited with our perceptions. We are who we are and we know what we know. We are always engaging in the process of knowing and learning but at a particular point in our lives we will perceive something in a specific way. With learning comes knowledge and our perceptions may and will most likely change over time. When trying to understand something it is always good to have second or even third opinions. This will help shed light on a situation or problem in a way that you may not have even thought of. So when working with children if we are able to understand that we are limited in our perceptions because of what we know then we have to understand that we should always give our students the benefit of the doubt. We should always try and understand where they are coming from even though we may not understand it.

  18.   Amanda Browning Says:

    Question #1
    After reading Goodman’s article, my pedagogy towards the process of reading has definitely changed. Students need to be able to do so many different things in order to truly be “reading”. Simply reading the words that are on the page does not necessarily mean the reader is comprehending the story or making any connections with the story. Students need to be able to use comprehension strategies while reading in order for them to make sense of the story as a whole. As Goodman states, “…readers must use their selection strategies to choose only the most useful information from all that is available. The reader cannot store all information as a computer might and then sort out which pieces are significant. If a reader attempted to do so, the system would overload and comprehension would be slowed or completely disrupted.” There is so much that needs to go on in order for a student to comprehend written text, and it is our job as educators to give them all the tools and practice necessary for them to complete these tasks on their own for the rest of their lives. We need to make sure that we try every teaching method possible with our students to make sure that they are efficient and professional readers by the time they reach adulthood.

    Question #2
    According to my computer’s dictionary, perception is, “A way of regarding, understanding, or interpreting something; a mental impression.” This definition relates to students because every person interprets things in their own way, based on their background and personal experience. For example, while reading a book, I might give a face to the characters I am reading about, however my friend who is reading the same book might view the same characters differently. It is important as teachers to keep this in mind when working with students because although some students might have viewed a story differently than others, it doesn’t necessarily mean that they viewed/interpreted it wrong. Students will always take away different things from stories whether it reminded them of a personal experience, intrigued them about a new topic, or made them feel a certain way. It is important as teachers to accept all of our student’s view points; we could even learn a thing or two from them!

  19.   Jackie Murphy Says:

    Question 1:
    After Goodman’s demystification of the process of reading, my approach to pedagogy has changed. By listening and participating in our class discussion, I realized how complex reading actually is. There are many parts that contribute to a successful reader and many things that can “go wrong” which can contribute to an unsuccessful reader in the future. I also found it interesting to hear about some of my peers’ experience with reading in their classrooms with students that are able to verbally retell a story but cannot answer comprehension questions correctly. I work with students with disabilities and am always interested and fascinated to hear similar stories that I encounter on a daily basis and how my peers’ work with those students. I think it is important to share stories to be able to learn how each student learns individually to optimize the ways in which to teach them.

    Question 2:
    I think perception is the way in which a situation, person, or event is viewed by an individual. I like how Maggie explained it in that we perceive things based on what we already know and what our background knowledge is already. As we learn new things, our perception of what we already know is constantly changing. Perception is one’s own point of view and take on the world. I may perceive a situation a completely different way than a colleague of mine. In literacy, I think students perceive stories in different ways which is another reason in which standardized testing may not be the best way to assess student’s abilities. Tone of voice, attitudes and feelings are hard to convey in writing therefore making it hard for a person to perceive what the author is trying to say. There is a 7 year old boy in my class that has Down’s syndrome and functions as though he is about 9 months old. Because of this, many people have the perception that he is incapable of doing many things. He works very well for food so if there is a rewarding enough reinforcement in sight, he does work that many think he is unable to do. Without knowing this boy and just going by what you see, your perception of him is different, therefore your expectations may be lower even though he is more capable.

  20.   Meghan Cumiskey Says:

    Question 1
    Goodman’s article really made me think about the approach I take when teaching reading. When we were originally asked “what is reading?” I wanted to say that it is a person being able to comprehend or understand printed words. So my thinking wasn’t that far off from Goodman, however, the article made me realize that my teaching isn’t always quite along the same lines as my thinking. I realize that I do sometimes put too much emphasis on decoding and I need to give just as much focus to the other aspects that involve reading. Background knowledge, making connections, semantics, and many other topics mentioned in the article are important with reading also and I need to keep that in mind while teaching. I also have to look into how each student comprehends reading and writing and not be so quick to make assumptions based on miscues, unconventional formats of writing, and things of that nature.

    Question 2
    To me perception is how a person views something or someone. It can be right or wrong, positive or negative. Perception is what makes people different and effects how we make decisions and handle situations. Perception plays a huge role in the classroom setting because as teachers we have to make so many decisions about how to teach our students and we make them based on what we view as the best approach and what we “think” each student needs. The problem with that is that we aren’t with our students 24/7 and we only know them from the beginning of the school year. We need to do whatever possible to get to know them, what their home lives are like, what their personalities are like, so we can understand how they learn best and what we can do to help them.

  21.   Jillian Woolsey Says:

    1) After Goodman’s demystification process of reading, my approach to pedagogy has changed. the relationship/trasaction that occurs between the reader and writer has become a focus. As we discussed in class a writer has certain intentions or information they are trying to relay but that is not always the same message the reader takes from it. Reader bring their own thoughts and prior knowledge to the piece of writing. Goodman also focused on a students comprehension. A child’s ability to read is not directly linked to comprehension, “reading is not just stringing letter’s together.” This is something I agree with and have seen first hand children who are able to read with great fluency and pronunciation but comprehend little to none of what has been read.

    2) Perception to me is the way which people see things. My perception is based on experiences I have had in my life that now effect how i view people and events. Everyone has a different perceptions because we have all had different experiences. perception directly relates to the classroom. Each child has a different perspective on what they are learning and how they learn because of various life experiences. It is important to consider each student as an individual and try to create a classroom and learning environment that all the students can come together. As a teacher it is important to instructions clear so that it is not left up to the children perceive the information on their own.

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