Date accessed 7/29/2014
| Research Date: July 14th, 2014 |
| Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Because reading is such a complex process, it cannot be controlled or restricted to one or two interpretations. |
Many experts repeat the same messages that I'm about to distill for you -
1. Read aloud - but short passages - don't kill the passion you are igniting by becoming a bore. Watch your audience and if they really get into a book - keep reading, but be sure you know where to stop so that you create a cliff hanger and the students are begging you to continue to read. Invite guest readers or surf YouTube for some readers who have flair if it's not your thing. It's the passion that hooks students.
2. Have a well-stocked library in your classroom - do mini book talks - share what you are reading, but keep it short. I used Scholastic ordering and points to build a library, but used books and local library sales can also work for you.
3. Students should choose what they read. I have already provided you with a form for briefly reporting what they learned or found interesting. Unfortunately, I could never walk out of a book store without spending at least $100. Also, use plays and Scholastic Magazine, if you can, for short "pop corn" reads where students call on each other to read - this can get dull pretty fast so use this idea in a limited fashion.
4. I often read "edgy" books , but left out the naughty words - Stephen King. Some of my former students told me that these books got them to become readers - so you may want to take some risks in the upper grades. Don't be afraid to use graphic novels and other materials to spark a variety of interests.
5. Younger students may "pretend" read at first. My daughter has an almost photographic memory so I thought she had started to read, but she had memorized the story. You may notice that young students seem to develop problems after seeming to master the process of reading, but that is because developmentally, they really are engaging with the reading process and sounding out the words, associating the story line with the pictures and finally comprehending the story.
The Common Core uses a lot of comparing video and text so that will prove interesting and challenging. I used to use parts of a video to introduce various required readings to get students interested in the plot or characters. This requirement should make it a natural part of your lesson planning.
Don't shy away from reading aloud. I read Tom Sawyer aloud for ten years and never grew tired of reading about Becky and Tom being lost in the cave and having only one candle. It never failed to thrill me or my students. Get out your favorites and read aloud. :-)
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