Middle School Reading

Middle School Reading Name Institution Course Code and Title Instructor Date Middle School Reading "Righting Reading in Middle School: Readable English Helps Underperforming Adolescent Readers" by Joanne Coggins Topic The development of English reading programs is an essential strategy for improving reading skills among students. In this article, Joanne Coggins explores the potency of Readable English, a reading program, in ensuring fluency and better understanding of the language among adolescent American middle school students. The research mainly targets middle school students and the complex advancement in their curriculum were they are required to shift from a "learning to read" into a "reading to learn" perspective of their academic journey. It also touches on introducing and endorsing these learners' content and complex information, which they are expected to utilize in improving their knowledge and reading abilities. The author focuses on fluency, comprehension program, content-specific vocabulary, and core curriculum. Fluency is the ability to read with the involvement of accuracy, good speed and proper expression of ideas in an attempt to improve comprehension skills. A comprehension program involves instructional content and designed reading instructions, vocabulary, phonics, phonological awareness, fluency, and comprehension. Content-specific vocabulary entails words unique to a specific discipline and not applicable in other contexts. The core curriculum is an essential instructional tool teachers use to enhance adequate reading instructions with particular skills, and these are clear definitions of terms used in this research context. Main Ideas The author presents several ideas and arguments in this article. First, the author argues that most students reach the eighth grade without attaining the required reading skills for their transition, failing to access the content-specific curriculum and requiring remediation (Coggins, 2023). Additional support programs that entail reading and practicing such skills are essential to address the identified deficits in these middle school learners. Teachers are encouraged to apply for these instructional reading programs and practice teaching to improve the student's skills. Research suggests that adolescents' difficulties are related to earlier ignorance and failure to master accurate reading of words before graduating into context-based reading. The author highlights essential components of improving reading skills for adolescent learners, such as comprehension strategies, syllabic segmentation, and decoding; the most effective approach combines linguistics skills instruction with reading strategy instruction. The English language is discussed as a complex interplay of borrowed vocabularies requiring brain involvement and fluent reading to enhance comprehension and the change of teachers ‘roles from reading instruction to content delivery. There is an increased risk of dropping out of school for underperforming students who face a hard time measuring up to the required complex texts in middle schools. Direct and cognitive instruction strategies highlight the prevention of dropping out of school. Research evidence shows stagnation in reading growth with accrued losses in learning for middle school students. The ideas and arguments in this article are well-highlighted and relevant to the subject matter. Conclusion The author concludes that the study results illustrated a significant reduction in the reading gap for students who received Readable English instruction with evident growth in reading. The effectiveness of the Readable English program is achieved in cases of different developmental stages of reading and various leve...