Reading takes work and since the work goes “underground” the concept becomes daunting for students who need to work harder than others because it is not a visual process. How do we impress upon all students that reading at any age takes practice and work?
It is important that students realize that even adults have to practice and work hard to read certain texts. Letting students see that you too struggle makes them not feel as frustrated when they are trying to read material that is difficult for them. Modeling for students how to work through a text that is difficult shows what they need to do when they are trying to do this on their own.
-What stood out to you in these chapters?
One of the things that stood out to me was the Instructional Assessment Chart figure 3.3. What a great tool to help educators figure out the next steps to help students that struggle with reading. Another great tool was the Instructional Plan in Appendix A. The last thing that stood out to me was the difference between responsible and responsive reading. I would like to work at having my students become responsive readers.
-How does the Science of Reading impact your instruction? (regardless of content area)
Since I am a reading teacher the science of reading impacts everything I do.
-What skills are important to be able to read?
Figure 3.1: Skilled Readers and Less Skilled Readers shows so many of the skills that readers need to have. Looking at that list I see a lot of skills that my students need and I hope to learn some strategies to help them with these skills.