Hi Leslie I think perhaps we need to begin to define what it means to teach reading strategies--what exactly do we mean...what exactly do we do when we teach reading strategies? I agree, and I think, so would Ellin that sometimes we overdo our strategy instruction and make our focus of reading instruction the strategies instead of the end goal, which is reading, comprehending and enjoying books. I think in many classrooms we set up strategy instruction in a way that detracts from enjoyment. However, I would argue, from personal experience, that it doesn't have to be that way. I find that the use of strategies and the deliberate teaching of the vocabulary of strategies enhances the thoughtful nature of my classroom and the enjoyment of reading. I have seen classrooms, other than my own, develop into a learning community full of engaged, thoughtful readers who choose to read... where strategies are taught deliberately and explicitly a s a tool...with the end purposes clearly in mind, the end purposes being comprehension and enjoyment. In my experience, strategy instruction works. For all kids, not just strugglers. I do not believe it is only for struggling readers. I would like to see the list discuss what aspects of strategy instruction, as it is currently being implemented, turns kids off from the love of reading so that we can all learn what to avoid. Jennifer In a message dated 11/8/2009 4:17:42 P.M. Eastern Standard Time, [email protected] writes:
I love teaching, but lately I have been questioning the way I teach, particularly reading. I am an avid reader. Reading is an integral part of my adult life. I was never taught any reading strategies. I have children in my classroom who love to read and read way above grade level. I feel that they, like me, have already internalized the strategies and yes they can be strengthened but probably that will happen naturally as well. The more they read, the stronger they will become. It seems that we are prescribing medication whether the child is ill or not. It's like using manipulatives in math. Our new math program requires the use of manipulatives all the time. It used to be that you used maniuplatives when you differentiated for the child who was having difficulty with a concept. It seems like we are heading back to a one-size-fits-all mentality which scares me. I sometimes think the reading strategies were meant for educators so that we could become better teachers of reading, particularly for our struggling readers, and I think we have taken it too far and use it in all cases. When I look at the current guided reading models it is so prescribed: everyone is in a quick guided group with the teacher drilling a skill or they are reading independently. I am having a difficult time seeing the joy in that model. Where do the rich conversations that connect children to each other and to literature take place in this current model? Was the model intended for accomplished readers? Leslie R. Stewart _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
