As we know, reading is more than reading words on a page. It’s about reading the world around us: making meaning of everything we see, hear, feel, touch, and taste. It’s about reading that facial expression, that symbol on the door, or the social cues that surround us. However, the list in this post and the coinciding research does not address all ways to read. Instead, they will help you guide your students through successful and positive paths to reading text.
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How can I help my students...a) be readers
b) enjoy reading? |
Educators, this tab includes similar content to the "Parents" tab except it provides you with further reading on the subject, some evidence based research, and some backing for when you are unsure why you are doing what you are doing. It should help you to be confident in your choices when helping emergent readers on their journey!
Ideas
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Support
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1. Make reading enjoyable and part of your routine
2. Model what a reader does
3. Have a variety of books easily accessibleOn variety:
4. Don't make assumptions
5. Be a cheerleader and a coach
6. Talk about reading
7. Make it authentic and inclusive
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On mindset and self-efficacy:
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Incorporated. See the following site for a quick review of Dweck's book: http://www.childstudysystem.com/uploads/6/1/9/1/6191025/mindset_book_study.pdf AND Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading &Writing Quarterly, 19(2), 159-172. On choice:
Mohr, K. A. (2006). Children's choices for recreational reading: A three-part investigation of selection preferences, rationales, and processes. Journal of Literacy Research, 38(1), 81-104. On introducing children to reading habits early in life:
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental psychology, 33(6), 934. On metacognition:
Baker, L., & Beall, L. C. (2009). 17 Metacognitive Processes and Reading Comprehension. Handbook of research on reading comprehension, 373. AND Furnes, B., & Norman, E. (2015). Metacognition and reading: Comparing three forms of metacognition in normally developing readers and readers with dyslexia. Dyslexia, 21(3), 273-284. On the importance of reading at home: McKool, S. S. (2007). Factors that influence the decision to read: An investigation of fifth grade students' out-of-school reading habits. Reading improvement, 44(3), 111-132.
On modeling and explicit instruction:
Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25(2-3), 125-138. On reading out loud (in accordance with the five areas of reading instruction according to the National Reading Panel):
Armbruster, B. B. (2010). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. Diane Publishing. On non-fiction texts:
Mohr, K. A. (2006). Children's choices for recreational reading: A three-part investigation of selection preferences, rationales, and processes. Journal of Literacy Research, 38(1), 81-104. On text with images:
Unsworth, L. (2006). Towards a metalanguage for multiliteracies education: Describing the meaning-making resources of language-image interaction. English teaching, 5(1), 55. On representation and cultural diversity:
Crisp, T., Knezek, S. M., Quinn, M., Bingham, G. E., Girardeau, K., & Starks, F. (2016). What's on Our Bookshelves? the Diversity of Children's Literature in Early Childhood Classroom Libraries. Journal of Children's Literature, 42(2), 29. AND Henderson, D. L., & May, J. P. (2005). Exploring culturally diverse literature for children and adolescents: Learning to listen in new ways. Pearson Allyn and Bacon. On appropriately levelled books and rereading books:
Morris, D. (2015). Preventing early reading failure. The Reading Teacher, 68(7), 502-509. On time spent reading and expert teachers:
Allington, R. L. (2013). What really matters when working with struggling readers. The Reading Teacher, 66(7), 520-530. On some of the most relevant research there is into the best practices for teaching reading:
National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health. On different reading lenses:
Tracey, D. H., & Morrow, L. M. (2017). Lenses on reading: An introduction to theories and models (3rd ed.). New York: Guilford Press. On using positive language to help learners: Denton, P. (2013). The power of our words: Teacher language that helps children learn. Center for Responsive Schools, Inc..
On talking with children:
Heath, S. B. (1983). A lot of talk about nothing. Language Arts, 60(8), 999-1007. On read alouds and talking about reading: Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The reading teacher, 55(1), 10-20.
On text choice, good teaching, and talking about books:
Allington, R. L. (2002). What I've learned about effective reading instruction: From a decade of studying exemplary elementary classroom teachers. Phi Delta Kappan, 83(10), 740-747. On reading in context:
Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American educational research journal, 24(2), 237-270. On little people handling big ideas; being a social justice educator:
Christensen, L. (2000). Reading, writing, and rising up: Teaching about social justice and the power of the written word. Rethinking Schools. On books with big ideas and using books to learn about ourselves and others:
Galda, L. (1998). Mirrors and windows: Reading as transformation. Literature-based instruction: Reshaping the curriculum, 1-11. For an annotated bibliography of picture books that tackle big ideas:
http://teachingpicturebooks.weebly.com/picture-book-list.html |
*Big ideas: discussing racism, gender, ability, class, mental health, etc. can happen with younger readers. Introduce these big ideas in small ways and through dialogue when they are first starting to read. This will help when they encounter these ideas themselves because they will have a starting point to formulate their own ideas. Teaching these types of big ideas helps to create more understanding and empathetic people. Don’t underestimate the power a good book can have on emergent readers.