Monday, May 25, 2020

The Effects Of Reading And Writing On A Student s Learning

Reading and Writing have never been my strong suit in school. I’ve always been behind when it comes to these subjects because I really never cared about these topics. I’ve always felt that they were boring and useless to me. Because of this, I have always been in the lower classes to help sharpen my skills. Over the years I realized that reading and writing can really have an impact on a student s’ learning. Students who read and write more often, read and write at a higher level than those who don’t. I was the kid who never read, even though I was always encouraged to do so. Because I didn’t like to read and write, my papers always received lower scores compared to my classmates. It took some time for me to reflect and analyze the situation and realize I needed to make a change. Throughout the years, I have increased my reading level and increased my writing skills. I feel extremely confident that I’m ready for whatever EWRT 1A can thr ow at me, I truly believe that I can handle it. My teachers in Lart have taught me that with the right mindset, I can succeed in any class. At first, I was a little hesitant to take this class. I didn’t like the idea of having the same students in both classes every day. My thought process was â€Å"what If I don’t get along with them and what if I don’t like the teachers† then I would have to see them every day. As I thought about it more, that really doesn’t matter because I’m here to learn, not make friends with the other students.Show MoreRelatedAre Children Attaining The Knowledge Needed?1056 Words   |  5 Pagesbecoming engrained in children s everyday lives. The impacts of technological advancements on a child s development are still being explored and have not been fully established. Today’s generations rely strongly on media and technology more so than past generations. Technology including: computers, tablets, and smart boards provide access to the internet and can connect people counties away. 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