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 a difficult concept to help students understand the hard work that it takes to become a proficient reader. Students tend to come into the upper grades believing that they can or cannot read. I often struggle with the students who believe they are readers and therefore some feel like, “my work here is done.” They have a hard time grasping the complexity of understanding, and the thought work of being a responsive and responsible reader. I am excited to work with these readers as well as their peers who struggle.
What stood out to you in these chapters?
I believe that we have come a long way with how we are teaching students how to read. Unfortunately, I find that even those who are able, are not necessarily proficient and taking their skills to the next level. The Skilled and Less Skilled chart on pages 24-27 was relevant and revealing!
-How does the Science of Reading impact your instruction? (regardless of content area)
Since I worked in this field for 7 years of my career, this learning process, training, and belief is definitely a huge part of who I am today as a teacher. The science of reading actually comes from brain research that has not been available until recently. It’s important to not only read about it, but also understand it.
-What skills are important to be able to read?
As I stated above, reading is certainly not just decoding and fluency. Vocabulary and comprehension are key components. I have to repeat this, as it could be a mantra for this study, “being a responsive and responsible” reader with all its complex considerations makes one a better reader.