>
> Okay, Bill
> Can you give us some examples of what you think "teaching for
> visualization"
> requires? What do you think are the essential elements of comprehension
> instruction needed to ensure kids really get it?
> Jennifer
> In a message dated 9/23/2007 1:15:39 P.M. Eastern Daylight Time,
> [EMAIL PROTECTED] writes:
>
When kids "get it" is when they are reading on their own. I had a 8th
grader last year who read at 3rd grade level (3.3). I discovered he had
trouble visualizing, so I suggested he rent a Harry Potter movie and read
the first book. He discovered he could visualize the characters and scenes
since he had the movie as a reference and went on to read all the Potter
books! His reading level was 6.4 at the end of the school year and he was
reading "real" novels by authors like Tom Clancy.
Essential elements are whatever a child needs. If he needs phonics, give
him phonics. If he needs help in visualizing, show him how to visualize.
I'm not saying NOT to teach the strategies, but if a child doesn't take
ownership of the strategies, then what's the point? Many people are
confusing teaching the strategies for teaching reading. Teaching reading is
whatever it takes to help a child be a better reader whether it's
visualization, inferring, size of text, color of the paper, reading speed,
asking questions, etc. There are many areas of reading instruction besides
the strategies....is the child's eyesight bad? Is he or she sensitive to
white paper? What effect on reading does going from LARGE PRINT TEXT in
early reader books to tiny text in chapter books? Did you know that if you
increase the text size, you will increase fluency and comprehension? No, I
don't have research, but I have the results of seeing kids reading better
and faster through experience.
If I taught a class what a handlebar, bicycle seat, brakes, and tires meant,
am I teaching them how to ride a bike? The only way to ride a bike is to
ride. The only way to read is to read. Phonics, strategies, AR, etc. are
like training wheels. Once a child "gets it", they no longer need the
training wheels. It's our job to run with them, help support them, and show
them how to use those parts of reading to become better readers.
Bill
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