Final Personal Model of Reading Theory

Personal Model of Reading Theory

            At the beginning of this semester I definitely viewed reading and teaching reading a little differently than I do now. I have been teaching for 6 years and have never had insight to literacy as much as I have through this reading class and our text Reading Process & Practice by Constance Weaver. I have always used a comprehensive literacy approach in my classroom, as I have always had reading and writing workshops. However, I view how children learn to read differently than I have in the past. My eyes have truly been opened to teaching literacy more efficiently and effectively from this point forward.

            At the beginning of this class I read about a skills approach and comprehensive approach to reading. The skills approach is more geared towards phonics instruction and decoding words specifically, without much incorporation with reading and writing workshops. A comprehensive approach leans more towards teaching literacy through a variety of activities in whole group, small group, and individual instruction, with an emphasis is reading for meaning and using prior knowledge to understand texts. Guided reading, shared reading, sustained reading, reading conferencing, shared writing, guided writing, and sustained writing are a few key components to a comprehensive literacy approach to literacy. Children learn to read by first and foremost seeing and hearing reading, which shows how important good “modeling” is for teachers to portray in the classroom. Reading aloud to students so they can hear proficient reading, while participating in predictions and discussions about the book is crucial for emerging readers. Making connections with text is very important for reading for meaning. Children who read texts and cannot make any connection with the text or have no prior knowledge of what they are reading are often discouraged as they do not understand what they are reading and there are several unfamiliar words and language.

            (Weaver, 2002, p. 44) states that whether or not words are pronounced correctly, the reader can still get essential meaning from the text. This idea supports the theory that we do not read texts pronouncing every sound in every word. Teaching reading should not be focused on strictly teaching phonics rules and word decoding.  Phonics instruction should be incorporated in reading and writing workshops. The children should be able to actually apply phonics skills taught while they are reading and writing, rather than learning phonics rules strictly for a spelling test.  Proficient readers are able to read passages, while not reading every single word, and they are still able to gain meaning from the text. This is due to the fact that proficient readers pay attention to beginnings and endings of words rather than pronouncing every letter sound in a word. Word patterns and building new vocabulary is done much easier through reading texts in guided reading groups and reading aloud, rather than completing a worksheet on phonics skills.

            It is also important for students to begin reading selections that interest them, rather than random passages about random things in which the students have no prior knowledge of. In Weaver’s book Reading Process & Practice, a passage was given with several unfamiliar words throughout that I was unable to pronounce. Foreign words were used that I had never seen before or had any what they were. I had to answer questions related to the passage, and this was very difficult. This was an example of how many worksheets and standardized tests provide passages and comprehension questions for students to answer, while the students have zero background knowledge of anything mentioned. Giving children passages where they are unable to make any connections with, is the wrong way to build proficient readers. Over time as children acquire necessary reading and phonics skills, children will be exposed to unfamiliar passages and their reading and phonics skills will allow them to be able to gain meaning from texts using context cues. However, it is important to begin children with books that they can relate so they can easily apply their strategies to gain meaning.

            Overall my reading theory of how children learn to read has changed a little. Throughout college and even learning from fellow teachers, fluency and accuracy have always been emphasized as a major component of reading for comprehension. I do realize now that this is not necessarily the case. No reader reads every word exact, but this doesn’t prevent gaining meaning. I am going to teach phonics instruction through reading and writing workshop now, instead of having separate blocked off time for phonics rules and spelling tests. It is proven that a phonics background is important to have, but not the key component for reading for meaning. I see the important of encouraging children to read and even write aloud as well. I have always read aloud to my students, but I want to give them more opportunities to read aloud. I am very excited about what I have learned thus far in this reading course and I can’t wait to implement these strategies and techniques in my literacy program this coming year.

Module 6: Instructional Challenge

Next year, you will be teaching in a school where the vast majority of students did not meet standard on your state's criterion-referenced test and where more than 75% of the students are eligible for free and reduced-price meals. What are some specific universal literacy strategies you may implement to ensure students success? Include both in-class examples and things you could do outside the classroom.

Research has shown that even children in economically disadvantaged communities, benefit from a comprehensive literacy program rather than a traditional literacy program. Children who are given fewer phonics worksheets and actively participate in shared reading, choral reading, and guided reading gained more. Teaching children to figure out difficult words by asking themselves what makes sense, is a better approach than children repeatedly sounding out words incorrectly. Teaching skills out of context and meaning will not benefit children. Basing a classroom around specific skills, rather than whole-to-parts instruction, will not be as successful either in teaching literacy. Children need prior knowledge of what they read in order to gain meaning from text, as well as show interest and engagement rather than frustration. It is very important for age appropriate books be readily available to children. This is difficult in low income communities, where resources outside the classroom are limited. I do allow my students to take books home from my personal library in my classroom, and the school library books are available as well. I encourage my students to keep a reading log at home of what they read and if they liked it or not. I have found that my children enjoy keeping these logs, as I do not grade them on how many "minutes" they read, which is what many teachers require; a certain amount of time per week. I think reading for enjoyment is far more important than tracking minutes.

Module 6: Reading Reflection

Does any of the information presented in Chapter 15 influence your personal philosophy of reading? In what ways? How has your perspective this changed since you took the DeFord TORP a few weeks ago?

My personal model of reading has been influenced after reading Chapter 15.  I found it interesting how studies have shown that children taught in a comprehensive literacy approach were found to benefit the most. Theses children focused more on shared reading and story meaning rather than phonics and oral reading. Round robin reading also didn't show much of a benefit compared to shared reading. This is so interesting to me, as I have always been for the "round robin" reading in my classroom. I think children are more focused on when their turn is to read and if they will read every word correctly, more than gaining meaning from the text. Research has also shown that the more children know about a topic, the more likely they are going to be able to gain meaning from a text related to that topic. I have often times given children passages that they had no prior knowledge of and became frustrated because they did not comprehend. I can see now how difficult this must be.
I teach in a Title 1 school, where many of my student have limited or no access to books at home. I see how important it is for children to have access to age appropriate books. This is more important than having instructional materials. Most see phonics as reading, rather than phonics as a part of reading (Weaver, 2002, p.376). This is very true for most people, outside of education. Standardized tests have been designed to show that children who don't know phonics, don't do well on the tests. This is backwards as reading is much more than phonics, learning to read is much more complex as background knowledge, access to age appropriate books, cultural schemas, and language play important roles.
When I took the DeFord TORP at the beginning of the semester I noticed that I put strongly agree for fluency and expression being necessary components for reading comprehension  I would definitely agree with this statement a lot less than I did at the beginning of this course. I can pretty much agree with most other areas on this assessment.

Module 5: Instructional Challenge

As your school year starts, you realize that you have three ELLs who are newcomers to the United States. Discuss how a comprehensive literacy program addresses their needs, drawing attention to specific components of the framework that are particularly relevant. Then discuss any additional scaffolding you would offer to support these children's needs.

Using a comprehensive literacy program would be extremely beneficial to ELL students. Reading workshop, writing workshop  conferencing, guided reading and writing, listening to book on tape, and shared reading are all great components that would help ELL students develop literacy skills. Reading and writing workshop are great ways for ELL students to engage in group and individual lessons with the appropriate lessons specific to their reading levels. Reading aloud to children is important, especially to ELL students, as they hear fluent reading, they watch and participate in predicting strategies,  and they are engaged in discussions about the text. Conferencing would be great as students can work on specific areas of need with the teacher. Listening to books on tape is also another great opportunity for the ELL students to hear words pronounced that are too difficult for them. This is a great activity for them to read along with the tape actually pronouncing difficult words and becoming familiar with the text.  Shared reading is great for students to share different connections with the text, based on their background knowledge and schemas. This also allows discussion and opportunities for students to respond to each other's connections and ideas about the text.
I think it is very important, especially for ELL students, to read text that interest them, as well as reading text that they are familiar with and having background knowledge of the content. Placing students in groups with other students with similar abilities is also helpful for them to work together to figure out difficult words and passages.

Module 5: Reading Reflection

Where does phonics instruction fit within a comprehensive literacy program? When and how would you teach phonics?

A comprehensive program is designed to teach literacy skills using both reading and writing together. Many theories support more of a "phonics" based literacy program, not using reading and writing workshops together to teach literacy. Researchers have found that there is a direct correlation between phonemic awareness and learning to read words. Although we do not read words letter by letter and sounds out each individual letter sound, it is important that we have a background knowledge of phonics in order to be able to read effortlessly. Teaching phonics helps children learn how to decode words. When readers are taught phonics they improve their ability to spell words while writing, which means they can read those words easier. When teaching using a comprehensive literacy program, reading and writing workshops are both used to teach literacy. Children are encouraged to write and read their own writing, which is strengthening  their phonics skills by sounding out and spelling words.  Teaching strategies for decoding words such as "skip it" and "sound it out" are examples of what good readers do. Phonics instruction should not be taught strictly for phonemic awareness, it should be integrated in reading and writing instruction.
I would like to teach phonics during reading and writing workshop. Phonics could be taught during guided reading, guided writing, individual conferences, mini lessons, etc. Even writing aloud with the students would be a great opportunity to incorporate phonics skills instruction, while modeling for the students appropriate strategies and skills. Keeping writing journals throughout the year would be a great tool to have to help students learn phonics rules, as their writing skills progress. It is important for children to be able to take what they learn from phonics instruction and apply it to their reading and writing! Phonics should not be taught in isolation, where children cant make connections between phonics, reading, and writing.

Module 4: Activity 2

Which NRP topic area(s) or missing pillar(s) that Allington describes do you find to be most vital for childrens literacy success? Why?

I believe children having the choice to read what they find interesting is one of the most vital components. I think that all of the other topics can be addressed more successfully "if" a child reads something that interest them and something that can make connections with. It has been proven that good readers read more than poor readers and I think this stems from an early age of being able to read texts that interest them. A child who is brought up at an early age reading only text that are boring to them and text that they can not make connections with, sets that child up for "hating" to read. Who wants to read something that is boring? No one that I am aware of and if we are making children read such material before they even build a love for reading, then we are setting them up for failure. I think the more children read and love what they are reading, the more proficient readers they will become and the more they will read on their own!

Module 4: Activity 1

First I want to start by saying watching the video of Robin at 50 years old learn to read was one of the most moving and influential videos I have ever seen. It made me so emotionally to see how the strategies we use to teach our students today can even be used to teach ANYONE at any age! It is so rewarding as a teacher to see changes in people such as I just saw in this video.
Robin began learning to read by using spelling tiles and chunking words endings together and putting them with different letters at the beginning of the words to make all new words such as (p)ick, (st)ick, (t)ick. I also noticed him seeing large words such as "congratulations" and automatically seeing the word "rat" and then pronouncing "congrat" and then he automatically knew that it said congratulations without sounding out any other part of the word. This proves that readers do not read letter by letter! I enjoyed watching him write to read as well. He was writing and reading what he had wrote. He often reread several times without giving up or without the teacher helping him out. he was able to figure out the simple sentences on his own by rereading. Robin was able to use context and picture also to help him read as he did in the newspaper articles, comic book, etc. He saw the beginnings of words and knew what it must say by using the context clues to help him. Robin's passion and dedication for learning to read was so touching to me, and I would like to share this video with my teachers at work.

Module 4: Instructional Challenge

Marcus is struggling when reading by substituting words that start with the same letter or first letters of the word in the text, and his substitutions are not grammatically or semantically acceptable.

I would have Marcus reading and conferencing with me at least twice a week. I think this would help him greatly as I could help him when he made errors immediately (immediate feedback being important), and he could listen to me read the same words he is mispronouncing. I believe also if Marcus could hear himself read and listen to the mistakes he was making, he would be able to correct them. I would try having him record himself while reading and listening to himself. When he played back his recording I would have him making notes as to what words he was saying instead of what was printed in the text.

I also think having a peer to read with Marcus would be beneficial just as him reading to me would be.  A peer could offer feedback as well but could also read aloud while Marcus read to help him see and hear the words as they should be read aloud. Guided reading and choral reading would also be good approaches to take with  Marcus. He would be in a group of readers on or around his reading level, while listening to them read. I think hearing people read aloud is one of the most important beneficial things a reader can partake in to become a better reader. I think by working in a group, he would also not get discouraged as easily as he would if he were reading silently to himself.

Having books on tape might also be an approach that would give Marcus another opportunity to listen to someone reading aloud. His miscues can become less the more he hears good readers read and actively participates in group reading and conferencing.

Module 4: Reading Reflection

   In my classroom I have found that I am doing many of the comprehensive literacy program strategies. I implemented the Cafe and Daily 5 literacy approaches this past year in my classroom which involves many of these same aspects such as read alouds, guided reading, self monitoring while reading, independent reading, individual reading conferences, and journals. I did not do as much of the writing strategies as I would have liked to because our school is departmentalized and I was not the writing teacher for my team. I think reading aloud daily is one of the most important aspects of teaching literacy, as children are able to hear you read with expression and listening to more intense plots that they would not be able to read on their own independently and understand. I also think this allows children to see the importance of reading and they learn to read for pleasure and meaning after seeing and hearing an adult love to read and to read for fun! During independent reading time, I allow my students to choose their own books for this time, as long as the books are on their levels. I think this is very important so that children will be motivated to read. I would like to incorporate more writing so students cant write their own reading. I have always had my students read aloud in the classroom using for instance "popcorn" reading. But, after reading Weaver I see that this is not always the best approach  as some students are scared f being called on, most look ahead to see what is coming up, proficient readers are usually bored, etc. I also would like to move away from so much phonics instruction as research shows that it doesn't produce better scores on reading comprehension. Overall using Cafe and Daily 5 in my classroom has allowed my students to read more for enjoyment, while still learning how to monitor themselves for comprehension while they read, conferencing weekly with each student to see where they are and how they are progressing, etc.