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In this area, there are cushions and stools where the children can read independently. Independent reading includes rules like “no talking,” and basically, just reading to oneself. The reading corner also features books of authors they are currently studying as a class.
Through this reading corner and through the rules of “no talking,” a learning environment is established. This corner is therefore highly beneficial to all the children. Most importantly, the teacher has established a comfortable environment in placing the cushions and stools. However as this reading corner has its own routine, and as it focuses on an author or a theme, the English outcomes are still being accomplished based on the English Syllabus. Under these conditions, the class is working at Stage 2, Learning to Read- Reading and Viewing Texts (Board of Studies, 2007, pg 29).
The way in which Mrs. Daniels has designed the corner for reading is bound to attract the children’s attention as the space is exclusively for the children. The corner will encourage them to read, and have moments to read to themselves. Hence, attracting children’s attention and getting them excited to read links to their literacy as declared by Radcliffe (2007) in her article about literacy in the classroom. She states that “acknowledging students’ attitudes and beliefs has become (the) first step toward the literacy divide” (Radcliffe, 2007). The teacher has accomplished this by encouraging the students to read the reading materials that Mrs. Daniel uses and the activities that are related to literacy. In addition, an overall effort in organising the ‘library’ and choosing books children are interested in reveals that reading for the students’ learning is very important.
More importantly, as the class may have different abilities, Mrs. Daniels adjusts to pedagogical practice (Winch, Johnston, Holliday, Lijungdhal & March, 2010);
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