Personal Model of the Theory of Reading

Personal Model of the Theory of Reading

What is the correct way to teach reading? That’s a difficult question to answers because so many teachers teach their students in different ways. I have to admit, I sometime feel as if my teaching changes from year to year. One thing I know for sure is reading is a learning process which takes time to achieve for students and teachers. Children should be exposed to a literacy-rich environment at an early age to help acquire background knowledge, which will help them advance in their ready ability later on. Learning to read involves first learning phonemic awareness, letter sounds, the blending of letter sounds, and sight words. But it’s not the whole approach to learning reading.  

Teaching reading should be a balanced approach.  Balanced Literacy is a framework designed to help all students learn to read and write effectively. Students should be exposed to phonemic awareness, phonics, sight words, reading comprehension, and writing skills. These skills should not be taught in isolation, but instructions of these skills should be balanced to ensure learning is effective.   

In my classroom, I use a balanced literacy approach of teaching reading. This approach allows for a balance between the literacy components which include reading, writing, and word work.  In this approach to teaching literacy, I use three components which include a mini lesson, a work period, and a closing meeting for both Reader’s Workshop and Writer’s workshop.  The workshop approach allows for modeled reading and writing, shared reading and writing, and guided reading and writing.

Reader’s Workshop is a structure to "improve reading where students independently read, apply skills and strategies they were explicitly taught and record or share their thinking with others." (Balanced Literacy Approach, June 11, 2013)

Reader’s Workshop starts with a mini lesson where I introduce the skill and strategies students will be practicing independently.   While students are working independently, usually working word work, I’m instructing a small group instruction at their instructional reading level. During this time, I’m working with students on reading comprehension, phonics skills, vocabulary instructions, and fluency that was introduced in the daily mini lesson.  

Reader’s Workshop also allows for teacher student conferences where the student creates goals to work on to improve their reading ability. This gives students ownership over their independent work time.  The workshop also allows for a sharing time. This time is where students can share what they are learning, and what they accomplished in the day’s workshop.

At the beginning of the year, I assess students using the Fountas and Pinnell Reading Assessment to determine their independent and instructional reading level. After determining their reading level, I use the data to group students accordingly.  In small group reading, I usually spend about 20-25 minutes exploring the reading comprehension strategy taught in the mini lesson, but at the student’s instructional level. This allows students to practice the reading comprehension skill where they feel comfortable and safe to take chances.  Students are also exposed to words that may be unfamiliar or challenging in small group instruction. As a group, we spend time introducing word meanings and review the phonics skill for the week.   

After small group instruction, students are given a written task to complete with their story. This task can have multiple parts depending on the type of story. Students will have some sort of comprehension activity to complete to show understanding of the skill or skills taught in the day’s workshop.  

 Teaching reading is a learning process, and I’m sure my reading instruction will continue to change as I learn different approaches and strategies to increase student achievement in reading.

References

Balanced Literacy Approach . (n.d.). Minneapolis Public School . Retrieved June 11, 2013, from http://ela.mpls.k12.mn.us/balanced_literacy