Module 6: Reading Reflection

After reading chapter 15, I am amazed by all the research that supports the comprehensive-literature based instruction. By reading the research findings presented in Weaver’s book, she has reconfirmed my belief that reading is more than just reading words on a page, but rather reading to gain meaning. Weaver often refers to reading as “whole to part”, and encourages readers to read for meaning and purpose, and not just to read the individual words or sounds on a given page. On page 370, Weaver discusses the research findings that compared the effectiveness of shared reading with traditional round-robin readings in a second grade class. I found this to be particularly interesting because during my elementary school days I participated in many round-robin readings. I can remember being terrified to have to read in front of everyone for the fear of making any type of mistakes. To alleviate my fear, I would only concentrate on my own reading. I rarely followed along, but rather rehearsed my reading in my head. Looking back I realize that is not an effective way to teach reading. The results from this study only proved my realizations that shared reading is the best rate to go. The research study found that the below-average students benefited from the shared reading.

After looking at my results on the DeFord TORP, I realized only a few of my opinions had changed over the semester. Even though my perspectives were very similar, I do find myself changing my thinking and beliefs after the completion of this course, and plan to bring those new found beliefs to my teaching in the upcoming school year.