I
chose to read Catching Readers Before
They Fall by Pat Johnson and Katie Keier.
Since I do not teach in a classroom yet, I’ll be sharing some ideas that
I want to implement in the future, as well as knowledge that I have
gained from the readings. This week I
learned about how reading works, some theories that Vygotsky had, and literacy
rich environments.
Let’s start with how
reading works. In order to understand and help struggling readers, we must
first understand the complex processing system behind reading and how we use a
balance of things such as the meaning of the passage, the structural information,
and the visual information to help us read.
Carol Lyons says, “every child is capable of learning given the right
opportunities, context, and assistance.” I think this is something that all
teachers need to remember, even if the day is stressful or if a student just
isn’t quite understanding something. Maybe we need to take a breather, a step
back, and determine how we can approach this situation a different way instead
of dismissing it as something that is already finished. Students “are developing a way of thinking
that enables them to make meaning when they are reading and helps them when
they get stuck.” Proficient readers who have already developed a reading
process system are thinking about what they are reading, noticing and stopping
when their reading doesn’t make sense, and using strategies to fix their
errors. We have to ask the question: how
do I teach a child to develop a reading process system? because struggling
readers have often not built that reading process that allows them to gain
meaning or “solve problems when stuck”.
There are some examples in the book of strategies that proficient readers
utilize such as self-correction, predicting words, maintaining fluency, using background
knowledge, and making connections and inferences. Modeling, thinking aloud, and doing shared
demonstrations are some ways that the book talked about to help a student start
developing a useful system for reading. Integration of strategies also becomes crucial to the
student in order for them to comprehend and read fluently.
Next, let’s talk about some of
Vygotsky’s theories and ideas. Lev Vygotsky had many theories of how children
learn. One of the most important factors
that he discussed was that “teaching is the most effective when it takes place
within the child’s zone of proximal development.” What exactly is the zone of proximal
development or ZPD? It’s where a child can do something with your help. Another important thing is to understand is
the zone of actual development, or ZAD, which is something that a child
can do easily (without you). The other
factor to consider is that there are some things out of reach for the child. “Oftentimes in classrooms, students who are
expected to complete tasks that are out of their reach will become very
frustrated and confused.” However, if we
give them something that is in their reach, we can eventually help it become a
skill for them and that skill will enter their ZAD. In order to do that, the child must see the
task or skill modeled by you, do it together with you, and they will “eventually
take on the new learning independently.”
And lastly, literacy rich environments have been a big topic. These types of environments and using a literacy approach allow teachers to work with students in small groups and sometimes individually during reading or writing. Assuming that there is a big library in the literacy rich classroom, this gives many opportunities for children to get to read several different types of books. Ultimately, a literacy rich environment allows socializing, supporting, collaborating, and promoting growth. All of these topics are very important and can help us to become better teachers, by becoming more aware of how processes work and how to help students construct a reading process.
And lastly, literacy rich environments have been a big topic. These types of environments and using a literacy approach allow teachers to work with students in small groups and sometimes individually during reading or writing. Assuming that there is a big library in the literacy rich classroom, this gives many opportunities for children to get to read several different types of books. Ultimately, a literacy rich environment allows socializing, supporting, collaborating, and promoting growth. All of these topics are very important and can help us to become better teachers, by becoming more aware of how processes work and how to help students construct a reading process.
