Ch.12 Recommendations from Reading Research

That feeling after reading The Harry Potter Series.

Chapter twelve was a bittersweet chapter for me. First, I think that this book was awesome and enlightening but I feel like there is so much more research to be done.  While it touched on great points on how to encourage reading through different subjects there lacked a lot of information on English Language Learners.  I love how this book has given me a lot of tools, tips and lesson plans that will remain in my career for the rest of my life.

In the last chapter there was research from Zihua Fang that said literacy can be improved by using four approaches:

1. Cognitive Strategies
2. Linguistic Approach
3. Sociocultural Approach
4. Critical Approach

I think that as a future English teacher I have these strategies engraved in my mind - especially when I will need to differentiate.  I think that this chapter specifically laid it out like that for the other subjects *cough* *cough* Are you listening guys?  Basically other subjects (Math, science, history) cannot point fingers and say reading takes place in the English class because ALL teachers should be assigning reading across all subjects.

While reading the points made by Zihua Fang's research I could not help but think.. this reminds me of what (usually) happens when you are a member of a book club!  Members learn different strategies on reading, members are constantly looking for meaning in the text, the club as a whole respects other views and opinions, members feel like important parts of the club, and members usually have a big idea or question that brings the readers together to solve (or at least try to).  And, they are not penalized for getting information wrong or expressing their own opinions... hmm....

"-It's literacy as liberation. (293)"

The textbook then turned into a list of what students read.  An interesting point was that students should feel a sense of personal purpose meaning they need a sense of motivation.  Usually this motivation involves intrinsic motivation as the text proved.  It was surprising to see that Central Falls Highschool is still using the "accelerated reader" program.  This computer program is where students read a book.  Then the students are quizzed on the book, the program then assesses the student on whether or not they understood the material or facts within the book.  (A standardized test for books.)  While this can be beneficial if students feel redeemed by the software but what if they receive a low score and actually did read the book?  This is another point that is hard for me to grasp because if students fail at the scores won't they eventually think, "this software is telling me that I can't read, so I won't keep trying."

Another point that resonated with me was how poor readers or those who avoid reading "see it as merely decoding for words, or looking for answers to the questions at the end of the chapter rather than a personally purposeful exploration. (296)"  I think that poor readers may not have the vocabulary words to read or just have not found material that is entertaining or that serves a purpose in their lives.  This can also connect to why students who read and then take the "accelerated reader" tests may have failed.  The reading that is done should also be on grade level in order for students to understand.

A couple of other points I enjoyed were the "I do, you watch" strategy.  This has also been repeated and engrained in my mind which I will hopefully put into practice for my lesson plans (yay!).  Also that reading should be social just like I said in the bookclub idea, socialization will lead to learning - Just like the great Piaget said!

"When students need to move up the ladder of challenge, they need teachers who don't just assign and exhort, but who show them the way. (304)"

Chapter 10 & 11 - Inquiry Units and Struggling Readers

Daniels and Zemelman brought up some strong points about teaching literacy in these chapters.  First of all, inquiry units.  Inquiry units basically involve students doing their own research.  Their own research which will connect to real-world problems which will make the work interesting and at the same time incorporates key learning concepts.  An Inquiry unit can bring in many Common Core Standards which make it dare I say... easier on teachers.  Inquiry units are "easier" in the sense that the teacher will teach a big unit with a lot of standards instead of coming up with one Common Core standard per lesson plan.  Also, it helps students because they are actually learning by working hard.  This kind of teaching is important for after-highschool life.  Through inquiry units literature like: magazines, articles, newspapers, internet and novels can be incorporated.  Students need to know how to read newspapers, magazines and other literature.  There were a lot of suggestions as to what kinds of inquiry projects can be invented such as jigsawing, role-play and researching controversial questions.  Also the students have CHOICE, they can choose what they want to research as long as it ties into the learning concepts... Awesome, right?
This chapter also expressed how it is so important for teachers to model reading and work to be done in the class.  I can see how important it is for teachers to humble themselves in front of their students.  I have a lot of stories that I would love to share with my classes about my struggles in high school as well as college.  I think that many successful people have had that one person (or couple of people) who believed in them.  By students seeing that their teacher believes in them and that the teacher has persevered, it can truly inspire students to succeed.

In the beginning of the chapter "Students Who Struggle with Reading" there was a part where it said that struggling readers cannot focus on a mental picture.  This was something I struggled with when I was in school.  I could visualize pictures in books that I liked (such as novels ❤) but pictures were not coming into my mind when I was reading other material (such as material in science and history).  Thankfully, I had projects in school that involved making commercials (in Mrs.Grant's class) and also creating advertisements for history (in Mr. Scappini's class).  These kinds of assignments helped me along greatly with connecting literature and creating a mental picture.

Another aspect of this chapter is creating positive youth relationships in order to create strong readers.  I am such a huge advocate for positive youth relationships because I believe that high school and middle school students face so many problems whether they be hormonal, developmental or even home situations.  Having that one teacher who will not belittle them when they make a mistake or make a sarcastic remark will always strengthen student's reading skills.  Having a positive environment not only encourages student's to admit to their mistakes but allows the teacher to create a learning outcome out of a mistake.

I have one gripe with this text... while it gave me some great ideas on starting inquiry units, I feel as if there are more that can be talked about.  It also did not have as many outside resources to look into for inquiry units as I would have liked.

What kind of stories do you have about your struggles in high school?