Initial Model of Reading Theory

My personal model of reading theory is highly individualized; reading readiness is dependent on factors such as the student’s receptive and expressive language development, previous exposure to literacy skills and phonemic awareness, and recognition of reading and writing as a form of communication.  For these reasons, students can be exposed to the foundations of reading in a balanced approach, but instructional strategies and methods must be based on individual students’ abilities and readiness.

            In most cases, children are taught the alphabet song, closely followed by introduction to the letter symbols, which is followed by the concept that these letters make sounds individually and when blended together.  Traditionally, this method often shows success; however, when a student relies too heavily on one skill over another and does not receive instruction in affected deficit areas, or when the student is not ready for instruction in a certain area, one or more areas of reading development may suffer.

            In my classroom, I am constantly collecting data and performing probes as necessary to design and implement goals and objectives, when a student shows that they are ready for any aspect of reading instruction, it is introduced in a predictable format.  The delivery of instruction rarely changes and follows a predictable sequence of fading prompts to promote independence in skill application as well as task completion; when implementing reading instruction in my classroom, the content and skill level is changed as necessary, although the format changes less frequently and in smaller degrees.  I use the students’ individual readiness and motivation to guide instruction in phonics, vocabulary, comprehension, sight words, and writing skills. 

For those students who are younger or not yet ready for reading instruction in the aforementioned areas, we concentrate on letter names and formation, for this we used tactile strategies such as forming letters with sandpaper, writing in pay-doh or in shaving cream. We also use songs to help commit letters and letter sounds to memory and engage the students in the content.  These strategies have been effective in my classroom where the students’ ability levels vary greatly.

Before I began teaching I was most nervous about implementing reading instruction in my classroom.  There are many variables and different ways to look at what makes a “good reader,” I wasn’t sure that I would be able to appropriately assess reading ability in students.  However since I have been in the classroom, I feel much more confident regarding reading assessment and determining individual students’ literacy development.  I hope to continually increase in my comfort level and ability to assess and design reading instruction for the individual student.