Teaching Reading
A comprehensive understanding of the reading process is required for teaching reading no matter the grade level or age. Teachers must apply what they know about learning theories, the theories of reading and variety of helpful reading strategies that they teach to students. I think it is crucial for readers to know how to be strategic when they are reading as they think about their thinking and monitor their understanding. Therefore, teachers must be able to successfully demonstrate and model as many strategies as possible. Effective teachers implement the cueing system into their instruction and teach students when, how, and why to use these systems. It is my belief that these systems are especially important for beginning and struggling readers. Perhaps the best characteristics of a reading teacher are knowledge of reading and the ability to facilitate students in applying the appropriate reading strategies. A teacher who does not pay attention to the strengths and weaknesses of their students will not be successful in teaching them to be good readers. If instructors are able to determine the needs of their students and have the knowledge to “remedy” these needs (teach the appropriate strategies, skills, or topics), then they will be better equipped to create lifelong readers (and writers!).
Reading as a Community of Learners lead by the Teacher
According to Tompkins (16) effective teachers create a community of learners. The social characteristic of humans requires the existence of communities and groups that share experiences and ideas. The classroom is no exception and it is the teacher’s responsibility to facilitate learning through participation in discussions and engagement in activities. There are many roles the teacher must play to mold the classroom into a community of readers, but I will focus on two M’s: teachers must model and monitor reading. Modeling involves setting guidelines, demonstrating what good readers do (think-alouds), explicit instruction (minilessons), and appropriately interacting with students in the classroom. The teacher also must act as a monitor by providing activities and opportunities that promote literacy, responding to students’ work and reading logs, offering choices, organizing schedules, and monitoring students’ learning and reading time. When the teacher takes on the role of model and monitor, literacy is learned through a balanced approach “that combines explicit instruction, guided practice, collaborative learning, and independent reading” (Tompkins 18).
Modeling Reading
The first few weeks of the school year sets the tone for the rest of the year. Therefore, teachers must be especially focused on modeling the responsibilities and procedures expected of the students. This includes tasks such as selecting a book, giving feedback on discussion points and student writing, participating in discussion (grand conversations), demonstrating how to work cooperatively, and guiding students in reading. When teachers scaffold their students’ reading, they are able to slowly increase the responsibilities of the students from modeled and shared reading to independent reading (which is the ultimate goal). The more the students learn from modeled behavior of the teacher, the less the teacher will need to model throughout the school year. Teachers can also demonstrate metacognitive awareness through think-aloud in effort to increase fluency and comprehension in the classroom. Students must be taught how to approach a variety of texts and be familiar with text structure and purpose. Teachers demonstrate this as they read books aloud to their classroom and encourage students to use this knowledge about texts when reading (and writing). It is the teacher’s responsibility to provide the adequate background information and vocabulary for reading comprehension. Shared reading also allows teachers to model how to read books with the help and involvement of the students. Choral reading and readers theatre are good strategies to implement in the classroom to model the reading process and comprehension strategies. We know that comprehension strategies augment student’s understanding and fluency and they must be taught how to use these strategies. With successful modeling of the various faucets of reading, students will become increasing independent with less need for guidance (teacher-centered to student-centered literacy instruction).
Monitoring Reading
It is necessary for teachers to monitor their students’ reading and comprehension in order to create appropriate lessons and assessments. Teachers must monitor the quantity and quality of reading in the classroom, which involves providing opportunities for selecting books (book talks, library visits), reading books (more practice reading, especially for struggling readers), and involving them in activities that apply what they have learned from reading (projects, presentations). Instructors must also monitor students’ responses in reading logs and group discussions, providing feedback and encouragement. This will allow teachers to better determine what areas of instruction the classroom and individual students need in order to become better readers. The more the teacher monitors the reading, writing, and talk about books of their students, the more equipped they will be in determining various reading levels of the classroom, student progress, strengths and weaknesses of the students, and how to create appropriate assessments linked with instruction. All in all, teachers must pay close attention to their students and draw from their knowledge of the reading process in order to effectively teach students.
