Hello all, I've always struggled with the "teaching" of reading. And exactly what that is and what it should be. I've also struggled with the definition of a successful reader. This is where I'm hoping you all can help.
I have MOT on order, and have been following the list for a couple of weeks. I haven't read the book yet, but I have been chewing on this Teaching of Reading thing. I need people to bounce some ideas off of, and I would appreciate any feedback you can give me. Thanks in advance!! To me, a successful reader is one who can gain meaning from a piece of text placed in front of them, and is one who perseveres when that piece of text is challenging them (...when they have to persevere, like for class or a job or personal interest...because you don't always have to stick with a challenging text if it's not meeting your purposes). A successful reader takes the time to get the big picture and understand the details when it is necessary. So...the frustrating part for me is this. Every single one of my students is a successful reader when stated as above. For example: If I give them a text that is on their level, using words they've learned in their 10 years, or is on a topic about which they are an expert, then each and every one of my students will look like a successful reader. They will gain meaning and understand the details. They are successful. If I give them a text that is challenging for them, and tell them that they have to understand it because there is a test (Love that NCLB!!) or because they will be using this information to raise our class chicks or because we will be debating this issue this afternoon, they will still be successful.... IF I give them the time and resources to be successful. If I let them ask questions about tough vocab words or new concepts that a fifth grader has never experienced. Just like when I read about my car engine maintenance and I have to ask my husband what certain words mean and how the parts go together in the engine. Eventually, I work my way through that manual and I understand. Each one of my students, when allowed the same opportunities to work through the text, also understands. It takes longer than it would to read it and take a quiz (which would show they failed), but if given time and allowed to discuss it, they will succeed. So when it comes down to it, won't every child be successful in the same manner that we adults would be successful if forced to read something really challenging? If we allow them to do what we would do when faced with a text that we "don't get", won't every child be successful? So are there really any "poor" readers? Or are there just "rushed" readers? And "I'm-used-to-not-thinking-about-my-reading" readers? And "I-have-no-background-with-this" readers? And "no-one-has-shown-me-why-I-should-persevere-with-this" readers? And "there-is-no-real-purpose-to-struggling-with-this-text-so-why-bother" readers? So I really feel like I shouldn't be teaching "reading" so much (because they CAN do it), but instead should be teaching things to make reading easier for them. Like social studies concepts so that things like analogies and historical references makes sense. Things like science concepts so that the natural world they read about is more clear. Things like word parts so they don't have to look up so many words. Immersing them in a vocabulary-rich environment, where *using* words are just a natural part of our day. Showing them a lot of pictures or their world and other cultures. Giving them opportunities to experience things with all of their senses. Etc. Etc. Etc. Any thoughts on this? Mindy _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
