Effective Middle School Reading

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Effective Middle School Reading

• Dr. Pam Petty
• Western Kentucky UniversityDivision of
  LiteracyTate Page Hall, 118Bowling Green, KY
  42101
• 270-745-2922
• Pam_at_pampetty.com
• http//www.pampetty.com

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Reading is

• construction of meaning from text. It is an
  active, cognitive, and affective process.

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Every teacher is a teacher of reading.William S.
Gray

• Reading is essential in every content subject
• In fact, rapid progress in these subjects
  depends in a large degree on the ability of
  pupils to read independently and intelligently.
  It follows that good teaching must provide for
  the improvement and refinement of the reading,
  attitudes, habits, and skills that are needed in
  all school activities involving reading.
• Farstrup, A. E. Samuels, S. J. (2002). What
  research has to say about reading instruction.
  Newark, Delaware IRA, p. 186.

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Ensure Comprehension
Literacy Coach
Cultural Issues
print
Model
Second LanguageLearners
Manager
content
Understandsand Supportsthe Reading Process
BackgroundKnowledge
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Center on the Teacher rather than Methods and
Materials

• To improve reading instruction, it is necessary
  to prepare better teachers of reading rather than
  to expect a panacea in the form of materials.
• Bond and Dykstra in IRA Position Statement 1033
  4/99

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The National Reading Panel report concluded that

• the most effective way to teach children to read
  is through instruction that includes a
  combination of methods.

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Effectiveness

All students learn.
content
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All students learn.

• No exceptions
• No excuses

Shared responsibility
NO Fault Zone
Disassociation
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What do all teachers need to know about reading
instruction?
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Principles of Teaching Reading

• No one best way
• Balance of instruction to include the whole
  reading process
• Student-centered
• Authentic
• Success
• Pleasure
• Throughout the curriculum
• Culturally Responsive

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Principles of Language-Based Teaching

• Language-Based teachers understand that learning
  is a social process.
• Language-Based teachers know that the best
  learning occurs when it is whole, functional, and
  meaningful.
• Language-Based teacher know that students improve
  their reading and writing when given abundant
  opportunities to use reading and writing as
  vehicles for learning.

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Principles of Language-Based Teaching, contd.

• Language-Based teachers understand the importance
  motivation plays in learning.
• Language-Based teachers are continually moving
  toward better literacy and content teaching.

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Background knowledge

• And prior knowledge are critical to the reading
  process.

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Social Interaction

• is essential to learning.
• Communities of learners.
• Vygotsky

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Reading is social

• Communities of learners support literacy
  development.

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Reading and writing

• develop together.
• Complimentary processes

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Reading involves

• Complex thinking!

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Reading is facilitated in

• Environments rich in literacy experiences,
  resources, and models.
• Children need the opportunity to read, read,
  read.

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Engagement in the Reading Task

• Is the KEY in successfully learning to read.
• Children learn successful reading strategies in
  the context of REAL reading.

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A variety of strategies

• Must be modeled and demonstrated
• When you select ONE program, one method, or one
  set of materials, you just limited your options
  for reaching all children.

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A Model of Comprehension Instruction

• An explicit description of the strategy and when
  and how it should be used.
• Teacher and/or student modeling of the strategy
  in ACTION.
• Collaborative use of the strategy in action.
• Guided practice using the strategy with gradual
  release of responsibility.
• Independent use of the strategy.

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What do GOOD readers DO?
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• Good readers are active readers.
• They have clear goals for their reading and they
  constantly evaluate to meet those goals.
• They look over the text and note the structure
  before they start reading.
• They make predictions about what is to come.

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• They read selectively, constantly making decision
  about their reading what to read carefully,
  what to read quickly, what not to read, what to
  reread, etc.
• Good readers construct, revise, and question the
  meanings they make as they read.
• Good readers try to determine the meaning of
  unfamiliar words and concepts in the text, and
  they deal with inconsistencies or gaps as needed.

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• They draw from, compare, and integrate their
  prior knowledge with material in the text.
• They think about the authors of the text, their
  style, beliefs, intentions, and do on.
• Good readers read different types of texts
  differently
• Comprehension is a consuming, continuous, and
  complex activity, but one that, for good readers,
  is both satisfying and productive.

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Building a Comprehension Curriculum

• Predictions
• Think-Alouds
• Text Structure
• Visual Representation of Text
• Summarization
• Questioning

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Effective Comprehension Routines

• Reciprocal Teaching
• Questioning the Author
• Directed Reading-Thinking Activity
• Creative Thinking
• KWHL and Concept Mapping
• Problem and Project-Based Learning
• Inquiry-Based Instruction

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Buddy
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