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Hello,
I know there is scientific based research regarding reading components, such as phonemic awareness, phonics, fluency, vocab, text, etc. (Looked up Putting Reading First--a NCLB work) but can anyone lead me to specific data regarding the Sequence these components need to be taught? Or is it just that they all need to be taught.
Thanks!
It really depends on the child and how they learn to read. Some children gravitate to different aspects of reading instruction. We teach reading through modeling, guided practice, and independent practice.
First comes modeling, which has hopefully been done at home through reading aloud. All good programs have reading aloud as a component. Children must understand story structure, how to think about stories, and reading comprehension. You are modeling sentence structure, vocabulary, fluency, phrasing, etc...
Then comes guided practice. It can be done whole group, small group, or individually. You focus on things like phonics, phonemic awareness, sight words, comprehension strategies, and reading strategies.
Really it spirals the learning, and you assess what the kids know so you can fill in their gaps. Every child will have different strengths and weaknesses. Some children will have gaps and still be reading on level in kinder and first, but without filling those gaps they will have difficulty in second grade and up.
Thank you for the links! Lots to read! I appreciate your help! We are using Guided Reading at my school and we are following the Jan Richardson lesson format/template for teaching reading. However, since I teach Kinders, I like to start with a "picture walk" to discuss comprehension and connections to the little reader we will work on. Then move on to word work, reading, etc. My coach says I am "required" to follow the template with fidelity. So my question would be, is this specific Sequence a scientifically based format? Or is it that all the reading components on their own are scientifically based on research and the teacher/author has put together this format through her own experiences and routines.
And to be honest, I am looking for research on the SEQUENCE so I can have a discussion with my coach regarding my lesson plans and my own process--tweaking the template to my kinders. I am fine with the Guided Reading process, but feel like I have more creativity, experience (37 yrs.), and talent than to have teach by a script. I think it should be okay to teach my lessons with flexibility and connections which come about during teachable moments rather than have to stick to a scripted lesson template. OR if the specific sequence is required, then I guess I will have to stop being so stubborn.....
What I have found is that there is no one "right" way, although everyone will swear that their way is the right one. Reminds me very much of religion . Some methods are top-down and some are bottom-up.
Thank you for the links! Lots to read! I appreciate your help! We are using Guided Reading at my school and we are following the Jan Richardson lesson format/template for teaching reading. However, since I teach Kinders, I like to start with a "picture walk" to discuss comprehension and connections to the little reader we will work on. Then move on to word work, reading, etc. My coach says I am "required" to follow the template with fidelity. So my question would be, is this specific Sequence a scientifically based format? Or is it that all the reading components on their own are scientifically based on research and the teacher/author has put together this format through her own experiences and routines.
And to be honest, I am looking for research on the SEQUENCE so I can have a discussion with my coach regarding my lesson plans and my own process--tweaking the template to my kinders. I am fine with the Guided Reading process, but feel like I have more creativity, experience (37 yrs.), and talent than to have teach by a script. I think it should be okay to teach my lessons with flexibility and connections which come about during teachable moments rather than have to stick to a scripted lesson template. OR if the specific sequence is required, then I guess I will have to stop being so stubborn.....
Unfortunately, this is what teaching has become in many places. The reliance on scripted, research-based commercial programs is destructive and antithetical to good pedagogy.
There's nothing particularly wrong with using research results to influence how you teach. There is something very wrong with swallowing a particular research-based program hook, line, and sinker from some charlatan with a product to sell. Jan Richardson, Fountas & Pinnell, and others like them are selling materials and services, and school districts are only too happy to buy them rather than draw their own conclusions from research and make decisions that are right for their students.
Research is fine on a macro level, summarizing general trends or tendencies. Teachers operate on the micro level in their classrooms. What the research says about the majority may not apply to the next kid to walk into your classroom.
Thank the Reading First component of NCLB for exacerbating this reliance on commercialism in education. And, no, this isn't a Bush thing - the current administration's education policies have been equally disastrous.
OP, I hope you lie to your coach and teach the way that you believe you should.
I hope that I am not hijacking this thread by asking this. How many of you use The Reading and Writing Project developed by Teacher's College, Columbia University?
Thank you for the links! Lots to read! I appreciate your help! We are using Guided Reading at my school and we are following the Jan Richardson lesson format/template for teaching reading. However, since I teach Kinders, I like to start with a "picture walk" to discuss comprehension and connections to the little reader we will work on. Then move on to word work, reading, etc. My coach says I am "required" to follow the template with fidelity. So my question would be, is this specific Sequence a scientifically based format? Or is it that all the reading components on their own are scientifically based on research and the teacher/author has put together this format through her own experiences and routines.
And to be honest, I am looking for research on the SEQUENCE so I can have a discussion with my coach regarding my lesson plans and my own process--tweaking the template to my kinders. I am fine with the Guided Reading process, but feel like I have more creativity, experience (37 yrs.), and talent than to have teach by a script. I think it should be okay to teach my lessons with flexibility and connections which come about during teachable moments rather than have to stick to a scripted lesson template. OR if the specific sequence is required, then I guess I will have to stop being so stubborn.....
There is no specific sequence you must teach, because every child is unique. Why teach things whole group if the majority of kids have mastered the concept? I really test all the kids before I start teaching them in their weaknesses. I've been trained in reading recovery, and there is no set system.
If it's very low level readers, I would probably start with directional movement, 1-1 matching, and locating known words. Then you can introduce locating unknown words.
I would typically go on to using picture clues to help figure out unknown words, using a cloze method and reveal letter by letter. Then use cross checking and the first letter. Does it look right? Does that make sense?
I teach it all in an integrated method, but add strategies to my wall one by one.
"There is something very wrong with swallowing a particular research-based program hook, line, and sinker from some charlatan with a product to sell. Jan Richardson, Fountas & Pinnell, and others like them are selling materials and services, and school districts are only too happy to buy them rather than draw their own conclusions from research and make decisions that are right for their students."
This is how I feel! Yes there are many programs out there with their claim to fame..... I have Always taken bits and pieces and over the years have formed my own style constantly tweaking and changing. But to have somebody who has taught 3 years, 3rd grade, 3 years ago stop and correct me while teaching a small group during a "co-teach" session, and then during a de-brief that I need to a script because it is a scientifically researched program really really .....well I can't really describe how I was feeling. (Sorry for the Rant---it was what I was trying to avoid.....)
"OP, I hope you lie to your coach and teach the way that you believe you should." YES YES
But....
And unfortunately, I blurted out that I will be sure to do it her way when she comes around, and she countered, then you aren't going to follow this? And will have check with admin......
I am sooooo sick of being threatened, sooooo underappreciated and made to feel like $%$^# after so many years of loving teaching and doing my best. Like what I have given to my profession and students over the years was nothing. I am a really good kinder teacher and constantly have to remind myself of that---cuz no one else does that is admin or upper staff.....
"There is no specific sequence you must teach, because every child is unique. Why teach things whole group if the majority of kids have mastered the concept? I really test all the kids before I start teaching them in their weaknesses. I've been trained in reading recovery, and there is no set system."
Thank You!
Really sorry for the rant...... And did I say, I have also had a few email exchanges with Jan Richardson---she agrees with me on many of my points, but still refers to her research and that of reading recovery. I am trying to get her to acknowledge that the framework is flexible or to tell me I have to teach Guided Reading (her version) with fidelity. I cross my fingers that I may have ammunition when I confront my "coach" yet again......
"There is something very wrong with swallowing a particular research-based program hook, line, and sinker from some charlatan with a product to sell. Jan Richardson, Fountas & Pinnell, and others like them are selling materials and services, and school districts are only too happy to buy them rather than draw their own conclusions from research and make decisions that are right for their students."
This is how I feel! Yes there are many programs out there with their claim to fame..... I have Always taken bits and pieces and over the years have formed my own style constantly tweaking and changing. But to have somebody who has taught 3 years, 3rd grade, 3 years ago stop and correct me while teaching a small group during a "co-teach" session, and then during a de-brief that I need to a script because it is a scientifically researched program really really .....well I can't really describe how I was feeling. (Sorry for the Rant---it was what I was trying to avoid.....)
"OP, I hope you lie to your coach and teach the way that you believe you should." YES YES
But....
And unfortunately, I blurted out that I will be sure to do it her way when she comes around, and she countered, then you aren't going to follow this? And will have check with admin......
I am sooooo sick of being threatened, sooooo underappreciated and made to feel like $%$^# after so many years of loving teaching and doing my best. Like what I have given to my profession and students over the years was nothing. I am a really good kinder teacher and constantly have to remind myself of that---cuz no one else does that is admin or upper staff.....
"There is no specific sequence you must teach, because every child is unique. Why teach things whole group if the majority of kids have mastered the concept? I really test all the kids before I start teaching them in their weaknesses. I've been trained in reading recovery, and there is no set system."
Thank You!
Really sorry for the rant...... And did I say, I have also had a few email exchanges with Jan Richardson---she agrees with me on many of my points, but still refers to her research and that of reading recovery. I am trying to get her to acknowledge that the framework is flexible or to tell me I have to teach Guided Reading (her version) with fidelity. I cross my fingers that I may have ammunition when I confront my "coach" yet again......
I totally relate to what you said in the bold text. A friend of mine showed me a report that she gets EVERYDAY from her supervisor who comes into her classroom on a daily basis for an "informal" observation. At the end of the day, she gets a report with "glows" and "grows," as if she were in kindergarten. My friend has teenage children of her own, has been teaching for 15 years both special and general education. The supervisor taught for 3 years before becoming an administrator. She is a single 27 year old girl. Most of the reports have a lot more "grows," which are usually impractical or illogical, but this young supervisor has to "show" her superiors that she is a manager. If you look at any of these new published programs for any elementary subject, you can see that they take a basic or simple concept and then flush or expand them into cards, manuals, computer applications, making a mountain out of a molehill for everything in order to justify the outrageous compensation that they get for supplying the district with a big fat "curriculum" which doesn't say anything. Everything is about the data, some mathematical modeling manipulated by a researcher to justify that you must "say" this first or use some new jargon in a script. This is their idea of "scientific research."
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. Some methods are top-down and some are bottom-up.
