Personal Model of Reading Theory

After completing the readings and research this semester, I can’t say that my entire personal model of reading theory has changed but it has definitely evolved and I have a fuller understanding of literacy development. Now I am aware of the general order of literacy skills attained by early readers and know the importance of matching instruction to the natural development. This means providing phonics and phonemic awareness instruction on an as needed basis within the context of shared or guided reading and providing students with the tools to read individual words by analogy rather than feeding them the words.  I have always tried to implement a balanced approach to literacy in my classroom and utilized many components to serve this purpose. However, after reflecting on my methods, it seems that some parts of a balanced approach have not been used to their utmost potential; this means that there has been a discrepancy in my beliefs and practice.    

            In my last model of reading theory I actually used the phrase “reading readiness” and now I’m a little ashamed. I previously stated that for reading instruction to be effective, the reader needed to have a basic understanding that text conveys a message, have some receptive language knowledge, and be aware of the functionality of reading and writing. It turns out that the same students that I previously would not have deemed “reading ready” were participating in shared reading with support where these developmental literacy skills were being modeled for them. Even though I was utilizing all aspects of a comprehensive literacy approach, what I considered to be “instruction” was systematic and skills based.

              Although I will continue to provide skills instruction to my students in the areas of phonics and phonemic awareness, I will be paying closer attention to the contexts surrounding these skills to make sure they are relevant to what we’re doing right now. If the students are not taught in which instances these skills will be needed, we can’t expect them to know when or how to use them. In the future I will also be expecting my students to produce more writing and for varied purposes. They will also be participating in reading and writing to learn in inquiry processes in the content areas. Perhaps because I completed my comprehensive literacy approach paper on inquiry, I now recognize this as a very effective method of delivering literacy instruction within the context of student guided research and as I was researching and writing myself, I was thinking of how I could adapt and model the process with my own students.

            Because my classroom is represented by many different developmental levels, I still agree with what I said previously that: “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.” All of my students receive instruction in components of a comprehensive literacy approach but the level of support, engagement, and independence varies greatly. For this reason, I will differentiate instruction for the individual within the comprehensive literacy framework.

Module 6: Instructional Challenge

If I were in a teaching situation where most students are not meeting the standards on the standardized assessments I would provide support to my students by supplying a positive classroom environment and a comprehensive literacy approach. Within the classroom my library would be filled with lots of high interest books that would be available for the students to check out and take home and I would utilize inquiry to engage and motivate students. I would consistently model strategies to increase comprehension and monitor their use and effectiveness by observations and conferences. I would also implement morning meetings to improve the classroom community and support students’ communication and expressive language skills. Outside of the classroom, I would conference with parents to see what their needs are and what might be happening at home so that I could provide support to the student as necessary. I would also invite parents in to the classroom to promote involvement and support.  

Module 6: Reading Reflection

In Chapter 15, Weaver argued that whole-part, comprehensive, literature based instruction is undeniably more effective than part-whole, skills based instruction for every reader, regardless of their existing skill set. All of the research that she presented has reaffirmed for me that reading is a holistic experience and that the primary purpose for reading is for gaining meaning. Of course students are more motivated when learning to read is within a context that they can understand, consistent with their familiar language, and materials are available for them to independently select from based on their own interests. Reading her text and related materials along with research this semester has encouraged me to redesign some aspects of literacy instruction in my own classroom to introduce my students to a greater variety of strategies for gaining meaning from texts. 

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.
As evidenced on p. 272 of the Weaver text, the ELL students who were in the “book flood” program (which provided the students with story books of higher interest) showed greater improvement in comprehension, word identification, and phonics skills than those who were given direct and systematic instruction. Some of the strategies mentioned here were: sustained reading, shared reading, book discussions, and a modified language experience approach. I agree that all of these would be effective methods for reaching ELL’s and improving literacy skills, but I would also add: read alouds, books on tape, guided reading, and guided writing. I would also want to provide them with a peer literacy partner who could help them in the classroom.
In the primary grades, I would try to mix in as much that was familiar to them as possible by bringing in objects that they are familiar with (and maybe know the English word for) and environmental print that they know to add to mini-lessons within shared reading. I would also implement an integrated inquiry lesson with peer support to maintain motivation and give them reasons to read and write.

Module 5: Reading Reflection

Phonics, or letter-sound relationship instruction, if implemented, should be in the very early grades on an as needed basis and within the context of a shared reading-type activity. Some students may not require systematic instruction to make the letter-sound connections, but some may.

In my classroom we implement Discrete Trials for intensive skills instruction, and a common goal is receptively identifying letter by sound and this has proven successful in demonstrating that each symbol is representative of that sound. Although, technically the student has mastered the skill once they have reached mastery level in that context, we further apply the skill by identifying it in the natural environment and building words with the mastered letters.

For most children however, the systematic instruction of letter sound relationships is unnecessary. These students will usually grasp the concept when it is presented within other lessons, as mini-lessons.

Module 4: Activity 2

After reading the NRP Summary Report and Allington’s “missing pillars”, I feel that the most vital components  to a child’s literacy success are Alphabetics, Comprehension (including vocabulary, text comprehension, and comprehension strategies instruction), and matching kids with appropriate texts. Since I have a small group classroom, my students read for different reasons; some read for the everyday functionality and some for their academic goals; I think that these components of a literacy program are vital to all aspects of literacy, whatever the individualized goals of the child may be. If you do not have a solid alphabetic knowledge, it would severely limit your ability to attack unfamiliar words. Vocabulary is a functional skill; it helps to introduce you to things in the environment. Text comprehension is important whether you are reading a book or directions on a household cleaner. Finally, when implementing reading instruction, the level of the text depends on the type of instruction, however it must be appropriate to the child and the context of the activity.

Prominent Theorist or Researcher Paper

https://docs.google.com/file/d/0B3x-xDM1h-OGR3U2Z1p6RGRHQ3c/edit