"in an attempt to make students more aware of processing, we may have sometimes required students to name the strategies they are using. We do not see this practice as helpful. "Practicing" simple reading strategies such as "making inferences" or "calling visual images to mind" one skill at a time and labeling them can become an exercise that takes away from effective processing. In any reading lesson, even though our ultimate goal is to teach for effective processing strategies, we want to keep students actively thinking about the full meaning of the text rather than "practicing" a skill. A reader needs to engage a variety of complex strategic actions simultaneously to process a text well."This quote makes perfect sense, however it is not that simple. This statement makes me think of the book Reading with Meaning by Debbie Miller, where she talks about introducing the strategies used for effective processing through mini lessons and scaffolding control and use of the processing from the teacher to the students. This also makes sense. Vygotsky makes sense. I have always belived the statement that you have to make what invisisible visible to understand it. How much do you make students aware of these processes? How much new language and vocabulary do you require them to use? Fountas & Pinnell talk about practicing a skill vs having a natural conversation about the text. Are we trying to drill in too much vocabulary into our students and making reading boring and too complicated. Is it sucking the enjoyment out of reading? I am a firm believer that some students do not need explicit teaching of comprehension strategies. It slows them down and takes away from there natural flow. Some simple modeling and prompting works wonders when needed. How does this thinking effect reading teachers who try to break reading down for struggling readers in grades 2nd on up? Our ultimate goal is for students to be able to talk about, writing about and carry on a conversation about a text and apply to their own thinking, others thinking to their daily lives and enrich their lives. F&P's statement makes sense does it not?
I know there is a common ground here and we all know teaching anything completely in isolation is not effective, and reading is not a step by step process like math.
Let me know your thinking! Please remember that F&P go on to say and explain so much more in the book. I just want to hear from some different people and their thinking.
I agree that students who are avid readers often do not need comprehension instruction. They see what the teachers model and pick it up quickly. When working with struggling readers, modeling has to be done over and over. Even then, it can be so frustrating when students just don't get it. Perhaps it's best to pick a few key strategies for those students to learn. I think it overwhelms them when they are expected to practice so many things when they read. I've tried both teaching through conversation and through strategy. We just keep trying to see what works for each group of students.
ReplyDeleteI agree with Mrs. Reeder-there is not one answer, because there is not just one learner. As a lit. specialist who works with those who stuggle with reading, I have seen children make significant process when taught strategies such as visualizing and asking questions. F&P: "A reader needs to engage a variety of complex strategic actions simultaneously to process a text well."
ReplyDeleteYes, but that doesn't mean we should not sometimes break it down. Just as a tennis player may practice serves, lobs or backhands for a spell, I think it helpful for students to practice making inferences, or making connections for awhile in isolation. But, I think it is important for this to a part of the the daily reading experiences in the classroom. After teaching/modeling/practicing several strategies over a period of time, I like to spend time 'just reading and discussing' with students and then ask them, "Did you notice yourself using any of the strategies we've talked about in the past few weeks?" in an offhand way. Student responses are often interesting and informative.
I agreed with Tammy. I think it is important to teach a strategy and then when having book discussions, ask students if they used any of the strategies we have discussed. Many times, a student will share his/her reading strategy that I have not taught yet and that leads to great discussion. Because we have so many diverse learners, I think we need to teach different strategies, then let the student pick the one that helps them the most. I am fortunate to have a great lit coach in my building and she has helped me realize that you teach the strategies, then during small groups or individual conferencing, you can reinforce the strategies if someone is struggling. Those students that are already great readers, will use what they need and keep on reading.
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