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 know that even as adults we read for information, pleasure, and more. It's important that they see us doing these things and know that we have struggled with learning to read in the past. I told my students that just last year I struggled with answering a comprehension question, and that it was okay. We all need to work through the reading process.
-What stood out to you in these chapters?
I really liked the sentence on page 13 "We read to have a response, and if we aren't reading to have some sort of thought, some reaction to the text, then I would wonder why we are reading at all." This really stuck out to me because why would we read something if we are going to respond, learn, or get something from the reading. It is an important thing to remember and keep in mind when working with children and reading.
I also really liked figure 3.1 with the skilled and less skilled readers and what they can do/not do. It is important that we understand where students are at, so we can then help them with where they need to go.
-How does the Science of Reading impact your instruction? (regardless of content area)
A child has to be able to read to be able to do any other content area. If the student can't read - they won't be able to write, or read directions, or read word problems for math, so it effects every aspect of their schooling and instruction.
-What skills are important to be able to read?
decoding and oral language comprehension to start then moving into phonological awareness, phonics, word recognition, fluency, vocabulary, and text comprehension.