So often as teachers when we learn new information, create something, or have knowledge about a specific content area we think that everyone already knows this and we keep it to ourselves. I mean, why would we share something everyone already knows? That would seem silly. Do you ever feel like that? 🙂 Well, DON’T!!
Share those “Obvious To You” ideas!! You never know when someone you think knows, actually doesn’t. Or when something you say may resonate with someone in a different way because they were ready to hear it. That being said, I am going to share (at random) a few really important thoughts from the recent literacy conference I attended.
Literacy teachers spend so much time getting students to read. Pushing students to read faster and faster to meet that Holy Grail number of words per minute so they can report they are “On Level” that year. Am I right? This must stop. We must turn our attention and efforts to what really matters in literacy instruction. Building a love of reading, for one. Second on the list, Comprehension! Do you not agree that we read things to learn something and understand? I understand that reading rate does have an effect on comprehension, but how many times do you see a kid that can read pretty fast and not understand a thing they just read? When I was listening to Dr. Jan Hasbrouck preach about this, I wanted to shout, “Amen!” I have asked over and over, “Does it really matter? As long as they can comprehend what they are reading, does it really matter if they are 10 words short of meeting that little designated number?” At this particular session she shared something that stuck out to me:
“When using the Oral Reading Fluency norms, there is little evidence that reading faster is better for a reader’s comprehension. In fact, there is significant evidence that we need to help readers read fluently AT or NEAR the 50th percentile to support comprehension and motivation.”
WOW! So, Average is the Sweet Spot! You can search “Reading Fast or Reading Well Jan Hasbrouck” and read more about this idea.
We all know in order to understand what we are reading we must actually read the words correctly! Did you know what we are looking for in Reasonably Accurate reading accuracy is based on a study that shows comprehension WILL be impaired if reader does not read at this specific accuracy?
The average reader should not read below 95% accuracy independently on unpracticed text.
Emergent readers must not read below 97-98% accuracy!! Do you know why? Readers who are learning to read should never become frustrated or walk away feeling defeated in anything they are reading. They need to have a positive mindset about reading for one, but don’t we also want them to practice reading those words correctly!? Here is my biggest takeaway from her session.
|Do you find it ironic that I listed Accuracy as second on my list, when it comes First?! Like I mentioned earlier, these are not in order of importance but in order of how my mind is flowing.|
So you might have gathered that Fluent Reading DOES NOT mean faster. Something to remember about fluency is that it really should sound like talking. It should sound like speech – our everyday conversational talking. There are many other important components to being a fluent reader, but the biggest one I find a need for in many of my students is PROSODY!
Prosody is the intonation, the expression used, phrasing, and pitch that mirrors spoken language and conveys meaning. So, wait a minute….you mean, it is not okay for the reader to sound like a “robot” when reading? 😉 Not so much, and let me share a big A-HA that supports this statement. It does effect comprehension, and isn’t that what the whole point of reading is?!
This last idea might be my biggest takeaway and is also my biggest soap box and so I am not sure why I saved it for last, but I want to say this and say it LOUDLY!!!
Feedback on a child’s reading is important for ALL READERS! If we are going to meet the needs of every learner/reader, then we must listen to every reader read. More importantly, we must give them feedback on their reading. What does this mean exactly? How do we accomplish this? I know what you are thinking…We have deadlines & expectations to meet with limited time and an overwhelming number of students in classroom. Not to mention all of the other important needs crying out to be met. Listening to every child read daily/weekly is “ideal” and really is our best intention, but is quickly pushed aside when we run out of time after working with three groups of struggling readers. If we are able to listen to every single child read every single week, how many times are we giving authentic feedback? Let me share what I heard restated by Dr. Jan Hasbrouck this week. This is why we must listen to ALL readers read aloud AND give Feedback.
Sure, we get the 1st bullet. No problem. That makes sense. The 2nd bullet hits a little harder. – Silent Reading NOT sufficient. (Let me add the word ENOUGH.) It does not mean stop having children read silently. It means that we must not only have our average and above average readers read alone or with peer groups without any feedback. Humor me, and let me say this again a little louder.
Why? Because ALL LEARNERS means ALL LEARNERS. Everyone deserves an opportunity to be heard. How else will your average and above average readers acquire new vocabulary and skills? What fluent role model are they hearing read to help them learn expression, phrasing, and such? ALL READERS need to hear fluent reading, new vocabulary words, and practice oral reading. Maybe my next post should be on how to manage this in the classroom, what it looks like, and how easy it really is to achieve?! 🙂 One last reminder – Literacy is not just reading, but writing as well. I LOVED that Dr. Hasbrouck said this and shared this amazing quote that I will end with. Let’s not forget all of the important research on the role our brain plays in learning!