Comprehension is Thought!

Ch. 2 notes: Struggling Readers

I have basically been teaching Marie Clay's technique of Reading Recovery for the past 13 years to mostly first graders at a local elementary school.  Over the years I have also taught this method to second graders (one's whom were struggling to keep up or make grade with their peers) and also with kindergarteners.  Probably every year I have asked, "How do I teach COMPREHENSION?" Always I have felt I fail at this lesson.  How reassuring today to finally know that comprehension is thought!  There is not a right or a wrong way to comprehend.  If one tries to break comprehension down into little parts, and make it seem like there is a set way to comprehend, then one fails to understand that each person grasps (comprehends/understands) things in ways that are meaningful to them...based on their own, personal background knowledge.

Class readings for this week felt so familiar to me.  Again, most of what I read, I know first hand.  I have been doing this for 13 years.  I know I am a wonderful literacy teacher...for first graders that is.  I want to be able to take my skills and use them at other grade levels too.

Here are points that struck me:

*"every child is capable of learning given the right opportunities, context and assistance."
(TRUE!  In 13 years I have not had a single child EVER fail at learning how to read.  Each may approach reading at their own pace and have their own lessons to learn to help them be the best they can be, but not a single one ever failed.  NOT ONE!)

*Struggling readers struggle because they just haven't developed a process in their brains to allow themselves to make meaning of what it is they are attempting to read! They don't realize the strategies they can use to help themselves, and in many instances, they don't realize they all ready KNOW what to do!  (Again, TRUE!  Time and again I have asked, "Does that make sense?","What does that start with?" ""What does that end with?" "Do you know what that might be a picture of?" etc.)

*Struggling readers wait for someone else to intervene!  Again, they just don't realize they DO know what they need to do to try to help themselves.  This needs to pair up with the classroom being a safe, supportive environment.  Students need to know they will be encouraged when they need help too. ("Have you tried substituting a word?" "Have you tried guessing?" "What makes sense to you?")

One of my favorite thoughts:
*" A struggling reader has a difficulty rather than a deficit...which implies that it can be altered with good teaching." (Lyons 2003, 94)

*"Good teaching means instruction is specific to the exact needs of the learner."
(In two words...flexible teaching!)

Ch. 3 notes: ZPD and Vygotsky

Last semester we discussed Lev Vygotsky's Zone of Proximal Development (ZPD) in our reading class.  From this week I re-learned that Vygotsky states "the role of education is to provide children with experiences that are in their ZPD - activities that challenge children but that can be accomplished with sensitive adult guidance." In a child's ZPD, modeling to a student is as important as gradually releasing the student to become an independent learner.  If a teacher attempts to teach children something they all ready know they may be bored.  If a teacher tries to teach a student something that is well above their abilities, they may be frustrated and shut down.  A good teacher remains flexible!  She must be willing to nix a bad lesson and try something different.

I found myself curious about the different types of speech used as a central learning tool to help a child/student become independent during teacher/student interactions.  Social, Private and Inner speech were each defined.  Social speech is how the teacher relays her lesson.  The words she uses, the strategies the models, etc.  Private speech would be the student using social speech lessons/strategies head and repeating them out loud, but in their own words.  I love the example of adults doing this...how many times have I walked into a room and then talked softly out loud to myself..."Why did I come in here? Oh that's right..." Children do the same thing as they are grasping a strategy. Inner speech happens within ones head as they use the learned strategies that work best for them and silently self-monitor for correctness.

It was a nice reminder that as an adult who is a proficient reader, I take for granted the fact that I integrate questioning, inferring and visualizing as I read.  Struggling readers need help learning how to do all of this at the same time.  By doing so, as they read they will make meaning of the text and with practice become fluid, proficient readers too.

Ch. 5 notes: Comprehensive Literacy Framework

*Comprehensive means complete and broad, not necessarily balanced.  Although the reading doesn't state this reminder here, it should...a good teacher constantly remains FLEXIBLE, basing her actions on what is most needed for the particular student she is working with at any given time.  Some students require more help than others.

*Reading and Writing
*to, with and by

Reading:
     Read Aloud = TO   (for fun or with a purpose)
     Shared Reading = WITH (big books)
     Guided Reading = WITH (literacy groups)
     Independent Reading = BY

Writing:
     Morning Message = TO
     Community Writing = WITH  (stories, invites, thank-yous, retelling, science notes, etc.)
     Independent Writing = BY  (Writer's Workshop)

A Comprehensive Literacy Framework works best in a classroom that values meaningful conversations, allows students to have choice and has a strong sense of community.  I believe this reflects back to the end of chapter 3 and the Sociaculturial Aspects of Teaching and Learning.  Children develop cognitively by learning and interacting with others.  A teacher needs to encourage collaboration within her classroom.  Being social is important in our society, hence, it has a place in education.

~ltk