1. Learning to read is a natural process
"Nearly four decades of scientific research on how children learn to read supports an emphasis on phoneme awareness and phonics in a literature-rich environment. These findings challenge the belief that children learn to read naturally (Lyon, 2015). Learning to read is a hard process that takes dedication and concentration. Based on the students background and culture, children will learn to read at a different rate, accuracy, and speed. "It has long been argued that learning to read, like learning to understand spoken language, is a natural phenomenon. It has often been suggested that children will learn to read if they are simply immersed in a literacy-rich environment and allowed to develop literacy skills in their own way. Simply put, learning to read is not only unnatural, it is just about the most unnatural thing humans do. Reading acquisition, by contrast, is not at all natural. Clearly, if reading was natural, everybody would be doing it, and we would not have to worry so much about dealing with a literacy crisis or a literacy gap. If we are ever to come close to teaching all children to read, it will require the most focused and artful instruction from the most knowledgeable and skilled teachers. Merely immersing a child in a literature-rich environment is not at all sufficient to guarantee the development of substantial literacy skills" (Wren, 2015). As teachers, we need to give the support each student needs to be able to achieve a successful literate human being.
2. Children will eventually learn to read if given enough time
"Children should be taught to read in developmentally appropriate ways, and that we should always address instruction to each child's zone of proximal development, we should not simply wait for children to develop reading skills in their own time. A child who is not developing reading skills along with his or her peers is a reason for great concern" (Wren, 2015). As teachers, we need to make sure that we meet the needs of our students and challenge and support them at the earliest possible time we can reach them. "At the early grades, the literacy gap is relatively easy to cross, and with diagnostic, focused instruction, effective teachers can help children with poor literacy skills to become children with rich literacy skills. However, if literacy instruction needs are not met early, then the gap widens – the rich get richer, and the poor get poorer – until the gap gets so wide that bridging it requires extensive, intensive, expensive and frustrating remedial instruction. The gap reaches this nearly insurmountable point very early – research has shown that if a child is not reading grade-appropriate materials by the time he or she is in the fourth grade, the odds of that child ever developing good reading skills are very slim. It is still possible, but it is much more difficult, and the child's own motivation becomes the biggest obstacle to success (Wren, 2105)." As you can see by the research, we give students the best chance at success at reading if we can reach them early on and provide the support and intervention they need.
3. Reading programs are "successful"
“While reading programs can be “useful,” no reading program has ever been shown to be truly “successful”- not with all children, all teachers, and all cultures.” (Wren, S., 2015). It is very common for school districts to buy reading programs for each grade level. Some schools do believe that these curriculums are the guide to a successful reading instruction, however, these programs need a lot of commitment in time and money.
As teachers we should know that all students learn differently. Every student is different in his or her own way and each student has a certain way of learning. If a teacher uses just the reading program the way it is established, not every student is going to reach his or her highest potential. It is okay to have a reading program as your base to gather ideas and concepts, however teachers should differentiate the instruction to meet the needs of each and every student in the classroom. “Instead of using a standardized approach for all students, the specific needs and characteristics of each individual student should be taken into consideration.” (Jennings, Caldwell, & Lerner, 2014).
As teachers we should know that all students learn differently. Every student is different in his or her own way and each student has a certain way of learning. If a teacher uses just the reading program the way it is established, not every student is going to reach his or her highest potential. It is okay to have a reading program as your base to gather ideas and concepts, however teachers should differentiate the instruction to meet the needs of each and every student in the classroom. “Instead of using a standardized approach for all students, the specific needs and characteristics of each individual student should be taken into consideration.” (Jennings, Caldwell, & Lerner, 2014).
4. We used to do a better job of teaching children to read
"We have, in fact, never done a better job of teaching children to read than we do today. The bad news is, we've never really done a worse job either. We are basically just as successful today as we have always been (which is to say, not very successful). Nothing illustrates this better than the National Assessment of Educational Progress (the NAEP). This assessment has been given to children across the country aged nine, thirteen, and seventeen since 1970. Student performance at those three age levels has not changed substantially in over 30 years — consistently, depending on the age tested, between 24% and 39% of students have scored in the "below basic" category, and between three and seven percent have scored in the "advanced" category. Other investigations have found that literacy rates have not really changed in this country since World War II, and some studies suggest that literacy rates were actually worse before the war" (Wren, 2015). This is a misconception because the need to be a literate citizen has increased throughout the world. Literacy has a direct correlation with how successful someone is.
As teachers, we need to make sure we are looking at the individual and helping he or she learn to the best of their ability. Looking back into the old days or in the present, the basic needs of the students were met when it came to help them read. Students need to be recognized and supported to learn to read, and teachers have been doing this for decades. "This is the value of the teacher, who looks at a face and says there's something behind that and I want to reach that person, I want to influence that person, I want to encourage that person, I want to enrich, I want to call out that person who is behind that face, behind that color, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me. —Maya Angelou" (Tucker, Stronge, 2015).
As teachers, we need to make sure we are looking at the individual and helping he or she learn to the best of their ability. Looking back into the old days or in the present, the basic needs of the students were met when it came to help them read. Students need to be recognized and supported to learn to read, and teachers have been doing this for decades. "This is the value of the teacher, who looks at a face and says there's something behind that and I want to reach that person, I want to influence that person, I want to encourage that person, I want to enrich, I want to call out that person who is behind that face, behind that color, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me. —Maya Angelou" (Tucker, Stronge, 2015).
5. Answering questions about a passage is enough to gauge comprehension
“Just because a child can spit back names or details of a story does not mean they fully comprehend it. They may have gotten the superficial information, but do they understand it enough to tell you the author’s purpose?” (7 common myths about Reading, 2008). As teachers, it is okay to ask questions, but to deepen student knowledge it would be more beneficial to set up discussion time. If students comprehend a piece of text, then they should be able to tell you connections they made to the text or draw their own conclusions about the events in the text.
Since comprehension is the ultimate goal of reading, we want to make sure we provide our students with several different strategies to build their comprehension. Use strategies in the classroom that activate prior knowledge, build schemas, etc. Some strategies include activating prior knowledge, picture walks, discussions, graphic organizers, predicting, etc. (Jennings, Caldwell, & Lerner, 2014).
Since comprehension is the ultimate goal of reading, we want to make sure we provide our students with several different strategies to build their comprehension. Use strategies in the classroom that activate prior knowledge, build schemas, etc. Some strategies include activating prior knowledge, picture walks, discussions, graphic organizers, predicting, etc. (Jennings, Caldwell, & Lerner, 2014).
6.Reading once is enough
“I can’t stress enough how important rereading selections is in building your child’s fluency.” (7 commo myths about Reading, 2008). Fluency includes three components; word identification accuracy, reading rate, and expression. In order to comprehend the text, the student needs to be a fluent reader, where they are focusing on the content rather than trying to decode words. Some people may think that reading once is enough because more than often adults only read a passage once. This is because the adult is fluent and able to comprehend the text. Think about a time where you had to read something that was focus on a topic you didn’t know much about. The time it takes you to decode words and understand the text is because you are not reading fluently or with comprehension. More often than not you will want to go back and reread the text once you gain background knowledge. (Jennings, Caldwell, & Lerner, 2014).
By rereading, students are able to increase fluency and comprehension of the passage. This will help them become better readers. It is important to know how many times and how often to reread. Depending on the length and engagement the student has on the passage, they may be able to reread two or three times at once. They do not (and sometimes should not) have to sit and reread the text in one sitting. The students will lose interest in the text if they have to reread it too many times in one sitting.
Here is a little overview of what a rereading might look like.
First reading: read it together, take turns, read to the students as they follow along- modeling fluent reading is very important!
Second reading: student reads aloud, answers questions, works on a certain skill or strategy
Third reading: can be independent, aloud or silent
(7 Common Myths about Reading, 2008).
By rereading, students are able to increase fluency and comprehension of the passage. This will help them become better readers. It is important to know how many times and how often to reread. Depending on the length and engagement the student has on the passage, they may be able to reread two or three times at once. They do not (and sometimes should not) have to sit and reread the text in one sitting. The students will lose interest in the text if they have to reread it too many times in one sitting.
Here is a little overview of what a rereading might look like.
First reading: read it together, take turns, read to the students as they follow along- modeling fluent reading is very important!
Second reading: student reads aloud, answers questions, works on a certain skill or strategy
Third reading: can be independent, aloud or silent
(7 Common Myths about Reading, 2008).
7.Short-term tutoring for struggling readers can get them caught up with their peers, and the gains will be sustained
One of the most common programs used in schools in this country is "Reading Recovery." This program involves having a highly trained teacher pull students out of the classroom for short, intensive, one-on-one instruction sessions. After a few weeks of this intensive intervention, the students are exited from the program, and they resume normal classroom activities. While Reading Recovery is a "brand name" that is handy to use as an example, it's prevalence reflects an underlying belief that this sort of intervention will be effective,and that the gains that children experience will be sustained when they return to the normal classroom. When, in fact, it is evident that such gains as are made by children in these programs (and even those gains are questionable) are not sustained for very long once they are exited from the program. Studies of these pull-out tutoring programs have shown that children who are not thriving like their peers in the classroom continue to fail to thrive when they are placed back in that classroom full time. This suggests that there is something about the classroom environment that is not supporting and scaffolding these children as they learn to read.
Studies have shown that the best hope for these children is to place them with a "strong" reading teacher full time -- a teacher who has a sophisticated understanding of the process of learning to read, a tendency to use assessment data to inform individualized instruction, and a talent for engaging students in focused and interesting instructional activities. The solution for helping struggling readers to become successful readers is to cultivate a population of teachers who are very knowledgeable about how children learn to read, and who are adept at applying their understanding of reading acquisition to the assessment and instruction of individual children. Perhaps instead of having our most highly trained and knowledgeable reading teachers pulling students out of class for individual tutoring, a better use of their time would be to make them responsible for providing on-going professional development and coaching for the other teachers on staff so that all of the teachers can develop expertise in reading theory and reading instruction. (Balanced Reading, 2003).
Studies have shown that the best hope for these children is to place them with a "strong" reading teacher full time -- a teacher who has a sophisticated understanding of the process of learning to read, a tendency to use assessment data to inform individualized instruction, and a talent for engaging students in focused and interesting instructional activities. The solution for helping struggling readers to become successful readers is to cultivate a population of teachers who are very knowledgeable about how children learn to read, and who are adept at applying their understanding of reading acquisition to the assessment and instruction of individual children. Perhaps instead of having our most highly trained and knowledgeable reading teachers pulling students out of class for individual tutoring, a better use of their time would be to make them responsible for providing on-going professional development and coaching for the other teachers on staff so that all of the teachers can develop expertise in reading theory and reading instruction. (Balanced Reading, 2003).
8. There will always be a percentage of children who don’t learn to read regardless of the teaching methods used
Given systematic direct instruction in phonics and other skills in the classroom, all children who can talk can also learn to read. Some will need some extra teaching and practice in the classroom and a few will need some one-on-one teaching outside the classroom, but all children should be able master the necessary skills during their primary school years. All that is needed is good teaching (Denton, 2009).
Teachers can use a variety of teaching methods to meet the needs of all students in their classroom. One method teachers can use is differentiated instruction. Teachers using differentiated instruction match tasks, activities, and assessments with their students' interests, abilities, and learning styles. By doing this, teachers are able to help students take in information and make sense of different reading concepts and skills. Children who struggle with reading may respond at a slower pace, but it is important for teachers to continue providing support until he/she masters the targeted skills, regardless of how long it takes.
Whether students come from middle-and upper-class income levels, from families living in poverty, or from families who are English language learners, 70 percent of adolescent learners will benefit from differentiated instruction. This is a powerful statistic that teachers need to remember and act upon as they teach reading (Robb, 2012). Students can achieve academic success when teachers provide a variety of reading strategies within their classroom. They can simply do this by providing activities that are based on student needs for the purpose of ensuring that all students grasp the necessary skills needed to become successful readers.
Given systematic direct instruction in phonics and other skills in the classroom, all children who can talk can also learn to read. Some will need some extra teaching and practice in the classroom and a few will need some one-on-one teaching outside the classroom, but all children should be able master the necessary skills during their primary school years. All that is needed is good teaching (Denton, 2009).
Teachers can use a variety of teaching methods to meet the needs of all students in their classroom. One method teachers can use is differentiated instruction. Teachers using differentiated instruction match tasks, activities, and assessments with their students' interests, abilities, and learning styles. By doing this, teachers are able to help students take in information and make sense of different reading concepts and skills. Children who struggle with reading may respond at a slower pace, but it is important for teachers to continue providing support until he/she masters the targeted skills, regardless of how long it takes.
Whether students come from middle-and upper-class income levels, from families living in poverty, or from families who are English language learners, 70 percent of adolescent learners will benefit from differentiated instruction. This is a powerful statistic that teachers need to remember and act upon as they teach reading (Robb, 2012). Students can achieve academic success when teachers provide a variety of reading strategies within their classroom. They can simply do this by providing activities that are based on student needs for the purpose of ensuring that all students grasp the necessary skills needed to become successful readers.
9. Children who read fluently can fully comprehend the text
"Understanding what you read does not occur simply by learning to read"
Many children can read a text fluently, but do not have the skills or ability to think about what they are reading. In fact, children may be able to say all of the words in a passage, but may still not understand the meaning of the text. Additionally, a reader may be able to efficiently decode words without really understanding what they mean because he or she is not engaging with the text on an emotional and personal level (Pikulski and Chard, 2010) From this information, it is evident that fast and accurate word recognition does not always lead to high levels of comprehension. There are several reasons why fluency and comprehension may not be related. These may include characteristics of the reader or the situation. For example, when a person is asked to read aloud in front of an audience, there is more attention placed on oral reading accuracy than comprehension. In contrast, when a student is independently reading, attention is most likely devoted to comprehension and enjoyment, rather than word for word accuracy or speed.
Overall, there are many students that can read fluently, with accuracy, speed, and intonation, but cannot retell or answer simple questions about what they have read. Many students need to practice metacognition in order to understand their own thought processes. Younger students especially need to be told that we read for different reasons, so it is important understand what has been read. As educators, we can use this information to ensure students receive the appropriate instruction to successfully comprehend difficult texts in order to become life-long readers.
"Understanding what you read does not occur simply by learning to read"
Many children can read a text fluently, but do not have the skills or ability to think about what they are reading. In fact, children may be able to say all of the words in a passage, but may still not understand the meaning of the text. Additionally, a reader may be able to efficiently decode words without really understanding what they mean because he or she is not engaging with the text on an emotional and personal level (Pikulski and Chard, 2010) From this information, it is evident that fast and accurate word recognition does not always lead to high levels of comprehension. There are several reasons why fluency and comprehension may not be related. These may include characteristics of the reader or the situation. For example, when a person is asked to read aloud in front of an audience, there is more attention placed on oral reading accuracy than comprehension. In contrast, when a student is independently reading, attention is most likely devoted to comprehension and enjoyment, rather than word for word accuracy or speed.
Overall, there are many students that can read fluently, with accuracy, speed, and intonation, but cannot retell or answer simple questions about what they have read. Many students need to practice metacognition in order to understand their own thought processes. Younger students especially need to be told that we read for different reasons, so it is important understand what has been read. As educators, we can use this information to ensure students receive the appropriate instruction to successfully comprehend difficult texts in order to become life-long readers.
10. Phoneme awareness is a consequence—not a cause—of reading acquisition.
It is often argued that phoneme awareness is unauthentic, unnatural and inappropriate. However, research does not support this view. It is evident that phonemic awareness is a necessary prerequisite for developing decoding skills in an alphabetic writing system such as English. In fact, phoneme awareness in early grades is one of the best predictors of future reading success.
The most compelling evidence for the importance of phoneme awareness stems from the research demonstrating that when children are taught to develop phoneme awareness they are more likely to develop good word decoding skills and they develop those skills faster and earlier than children who are not taught to be aware of phonemes in spoken words. In addition, phoneme awareness instruction can be authentic and natural. Teachers can use music, tongue twisters, poetry, and games to help children develop phoneme awareness (Wren, 2015). By developing appropriate activities, teachers will be able to plan instruction that is interactive, engaging and playful as well as stimulate experimentation with language.
According to the National Reading Panel Report, the level of phonemic awareness that children possess when first beginning reading instruction and their knowledge of letters are the two best predictors of how well they will learn to read during the first two years of formal reading instruction. Researchers have found that before children learn to read, they must understand that the sounds that are paired with the letters are the same as the sounds of speech they hear. In The Threads of Reading, the author states "For those of us who already know how to read and write, this realization seems very basic, almost transparent. Nevertheless, research shows that the very notion that spoken language is made up of sequences of these little sounds does not come naturally or easily to human beings” (Tankersley, 2003). This is why it is so important for teachers to ensure students develop phoneme awareness because it is a very powerful predictor of later reading achievement and academic success.
It is often argued that phoneme awareness is unauthentic, unnatural and inappropriate. However, research does not support this view. It is evident that phonemic awareness is a necessary prerequisite for developing decoding skills in an alphabetic writing system such as English. In fact, phoneme awareness in early grades is one of the best predictors of future reading success.
The most compelling evidence for the importance of phoneme awareness stems from the research demonstrating that when children are taught to develop phoneme awareness they are more likely to develop good word decoding skills and they develop those skills faster and earlier than children who are not taught to be aware of phonemes in spoken words. In addition, phoneme awareness instruction can be authentic and natural. Teachers can use music, tongue twisters, poetry, and games to help children develop phoneme awareness (Wren, 2015). By developing appropriate activities, teachers will be able to plan instruction that is interactive, engaging and playful as well as stimulate experimentation with language.
According to the National Reading Panel Report, the level of phonemic awareness that children possess when first beginning reading instruction and their knowledge of letters are the two best predictors of how well they will learn to read during the first two years of formal reading instruction. Researchers have found that before children learn to read, they must understand that the sounds that are paired with the letters are the same as the sounds of speech they hear. In The Threads of Reading, the author states "For those of us who already know how to read and write, this realization seems very basic, almost transparent. Nevertheless, research shows that the very notion that spoken language is made up of sequences of these little sounds does not come naturally or easily to human beings” (Tankersley, 2003). This is why it is so important for teachers to ensure students develop phoneme awareness because it is a very powerful predictor of later reading achievement and academic success.
Resources
BalancedReading.com -- Myth 9. (2003). Balanced Reading. Retrieved October 7, 2015, from http://www.balancedreading.com/myth9.html
Denton, C. (2009). Classroom Reading Instruction That Supports Struggling Readers: Key Components for Effective Teaching. Retrieved October 7, 2015, from http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching
Jennings, J., Caldwell, J., & Lerner, J. (2014). Reading problems assessment and teaching strategies. Boston, MA: Pearson Education, Inc.
Lyon, G. (2015). Membership. Retrieved October 5, 2015, from http://www.ascd.org/publications/educational-leadership/mar98/vol55/num06/Why-Reading-Is-Not-a-Natural-Process.aspx
7 Common Myths About Reading. (2008, April 28). Retrieved October 5, 2015, from http://readingcoachonline.com/7-common-myths-about-reading/
Pikulski, J.J. & Chard, D.J. (2010). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher 58, 510-519.
Robb, L. (2012). Differentiating reading instruction: How to teach reading to meet the needs of each student. New York: Scholastic.
Tucker, P., & Stronge, J. (2015). Membership. Retrieved October 5, 2015, from http://www.ascd.org/publications/books/104136/chapters/The-Power-of-an-Effective-Teacher-and-Why-We-Should-Assess-It.aspx
Tankersley, K. (2003). Threads of reading strategies for literacy development. Alexandria, Va.: Association for Supervision and Curriculum Development.
Wren, S. (2015). Ten Myths About Learning to Read. Retrieved October 5, 2015, from http://www.readingrockets.org/article/ten-myths-about-learning-read
Denton, C. (2009). Classroom Reading Instruction That Supports Struggling Readers: Key Components for Effective Teaching. Retrieved October 7, 2015, from http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching
Jennings, J., Caldwell, J., & Lerner, J. (2014). Reading problems assessment and teaching strategies. Boston, MA: Pearson Education, Inc.
Lyon, G. (2015). Membership. Retrieved October 5, 2015, from http://www.ascd.org/publications/educational-leadership/mar98/vol55/num06/Why-Reading-Is-Not-a-Natural-Process.aspx
7 Common Myths About Reading. (2008, April 28). Retrieved October 5, 2015, from http://readingcoachonline.com/7-common-myths-about-reading/
Pikulski, J.J. & Chard, D.J. (2010). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher 58, 510-519.
Robb, L. (2012). Differentiating reading instruction: How to teach reading to meet the needs of each student. New York: Scholastic.
Tucker, P., & Stronge, J. (2015). Membership. Retrieved October 5, 2015, from http://www.ascd.org/publications/books/104136/chapters/The-Power-of-an-Effective-Teacher-and-Why-We-Should-Assess-It.aspx
Tankersley, K. (2003). Threads of reading strategies for literacy development. Alexandria, Va.: Association for Supervision and Curriculum Development.
Wren, S. (2015). Ten Myths About Learning to Read. Retrieved October 5, 2015, from http://www.readingrockets.org/article/ten-myths-about-learning-read