Reading Procedures: MODELLED READING

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Reading Procedures MODELLED READING

• Presenter Duane Smith
• Principal Project Officer
• South East Region

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Reading Procedures

• The ultimate aim of any reading program is to
  produce confident, competent and independent
  readers.
• The strategic use of a range of reading
  procedures ensures this as it provides a strong
  foundation for a comprehensive reading program.
• Each reading procedure involves varying degrees
  of responsibility for both the teacher and the
  student
• Using a selective range of reading procedures
  ensures that explicit instruction and guidance,
  when needed, is balanced with regular
  opportunities for the independent application of
  skills and strategies.

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What are Reading Procedures?

• Reading procedures provide meaningful contexts
  for focusing on selected parts of the reading
  process
• Characterised by a number of widely accepted
  steps or stages, conducted frequently and
  applicable to all phases of reading development

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Selecting Reading Procedures

• What is the purpose of the session?
• Which reading procedure will allow for the
  appropriate degree of student participation?
• What resources will be required?
• How will students be grouped?
• What will be planned for other students while
  working with a small group?
• What classroom routines are in place to enable
  students to work independently?

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7 Reading Procedures

• Reading to Students
• Modelled Reading
• Language Experience
• Shared Reading
• Guided Reading
• Book Discussion Groups
• Independent Reading

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Modelling Reading

• Definition
• Demonstrating reading behaviours and
  verbalising the cognitive processes involved in
  those behaviours

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Modelling Reading

• Description
• a reading procedure that focuses on the
  explicit planning and demonstrations of selected
  reading behaviours, including the demonstration
  of comprehension and word identification
  strategies
• Most effective when used immediately before
  students are asked to have-a-go
• Use enlarged texts

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Key Features of Modelled Reading

• Clear think aloud statements are used
• The focus is singular or limited in a session
• The same behaviour is modelled many times
• Sessions are most effective when kept brief

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Modelled Reading the Benefits

• Modelled Reading helps students to
• understand how effective readers read and process
  text
• gain a deeper understanding of when how and why
  particular reading strategies are used by
  effective readers
• see how a particular text form can be read
• build their understanding of the English language
• understand how reading and writing are related

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Suggestions for Using Modelled Reading in the
Classroom

• Planning for Modelled Reading
• Determine the focus of the session and choose a
  text that allows multiple demonstrations of a
  particular reading behaviour
• Pre-read the text to determine the places where a
  think aloud statement will be used to demonstrate
  a specific reading behaviour
• Consider the language that will be used at each
  selected place in a text

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Conducting Modelled Reading Sessions

• Explain to students the reading behaviour that
  will be demonstrated and why the text was chosen
• Introduce the text. Pause at a pre-determined
  place in the text to think aloud and to
  demonstrate the behaviour
• Continue explicit demonstrations of the selected
  behaviour including thinking aloud. Students may
  ask questions to clarify their understanding of
  the text however, the focal point of the session
  should be the thinking aloud by the teacher
• After modelling with the text, review the
  selected focus
• If appropriate, involve the students in creating
  a record of the reading behaviours. As only one
  or two behaviours are usually modelled at any one
  time, this chart would be cumulative.
• Continue from here..

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After Modelled Reading

• After many modelled reading sessions with the
  same focus, it is important for students to take
  part in Shared, Guided or Independent Reading
  sessions. These sessions will provide
  opportunities to practise and apply the new
  behaviours.

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Ideas for Assessment

• Within the Modelled Reading session, there is
  little opportunity to gather information about
  the students. However, during Shared , Guided and
  Independent Reading sessions teachers will be
  able to observe students applying previously
  modelled behaviours.

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Reflecting on the Effective Use of the Modelled
Reading Procedure

• Did I keep the session short and sharp? (5-10
  mins)
• Did I focus on the selected behaviour?
• Did I use think aloud effectively as part of my
  demonstration?
• Did the students stay focused and attend to the
  demonstration?

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Reading Strategies

• During the reading process, prior knowledge must
  be activated and accessed to help make sense of
  the information in the text.
• Reading strategies are the mental processes used
  when identifying unknown words, comprehending
  text and accessing and using information.
• The explicit teaching of reading strategies is
  vital to ensure that students are able to
  successfully use their prior knowledge to achieve
  a purpose.

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Why Teach Strategies?

• Students must acquire a knowledge of
• a growing list of sight words
• graphophonic elements
• grammatical features of the English language
• text structures and organisation
• topics and concepts
• cultural and world matters
• Explicit demonstrations, on-going
  scaffolding and opportunities to practise and
  apply reading strategies will support all readers
  to identify unknown words, prepare for, monitor
  and adjust their reading.

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A List of Reading Strategies

Predicting Self-questioning Re-reading
Connecting Skimming Reading on
Comparing Scanning Adjusting reading rate
Inferring Determining importance Sounding out
Synthesising Summarising and Paraphrasing Chunking
Creating images Consulting a reference Using analogy
First Steps in Reading Reading Resource Book 2nd
ed. (2003) p. 114
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Teaching Strategies

• Each and every strategy associated with
  identifying unknown words and comprehending texts
  must be taught explicitly
• Before strategies can be taught, teachers must
  have an understanding of what efficient readers
  do and the strategies they use when reading
• The goal is for all students to select and use
  appropriate strategies flexibly and independently
  during any reading event

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How to Teach the Strategies

• Students should be introduced to a variety of
  strategies and understand how these strategies
  work together
• Focus on an individual reading strategy where it
  is introduced (modelling, sharing, guiding and
  applying) and practised time
• A unit of work focussing on one strategy may
  consist of a combination of demonstrations,
  think-alouds, time for practice, and
  opportunities to apply the strategy across other
  curriculum areas

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Selecting Texts for Modelled Reading

• A variety of texts

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Using a Range of Reading Procedures

• Provides a strong foundation for a comprehensive
  reading program
• Produces confident, competent and independent
  readers
• Each reading procedure involves varying degrees
  of responsibility for both the teacher and the
  student
• Using a selective range ensures that explicit
  instruction and guidance is balanced with regular
  opportunities for the independent application of
  skills and strategies