RLR response Chapters 1 and 2 (Chapter Two (The Language-Experience…
RLR response Chapters 1 and 2
The Importance of a Belief System
1. It's the teacher's philosophical stance. 2. It contributes significantly to what a teacher does or how they teach or influence.
Different Beliefs, Different Instructional Decisions
1. Vary based on research and societal influences. 2. Adapt instruction to individual differences in children. 3. No two teachers teach reading the same way. 4. Like Latisha, using
. 5. Arch, children search for meaning in everything they read and write.
Reading Instruction and Teachers’ Belief Systems
1. Reading instruction is viewed from multiple standpoints. 2. Scientifically based reading research. 3. "Teachers need to make decisions to develop reading, writing, listening, and speaking skills while they also cover the nonnegotiables in the area of teaching reading." 4. Technology based reading. 5.
rapid changing nature of reading.
Constructing Personal Knowledge
how the teacher has known how to read and write.
Constructing Practical Knowledge
teaching in and out of the classroom.
Constructing Professional Knowledge and Expertise
Schema Theory and Reading Comprehension
1. schemata 2. metacognition 3.
self knowledge, task knowledge, self monitoring
Reading from a Language Perspective
1. Piaget and Vygotsky 2. psycholinguistics (more phonics) and sociolinguistics (children discover what language does for them).
1. Bottom-Up 2. Top-Down 3. Interactive
Belief Systems and Approaches to Literacy Instruction
1. No single approach to reading instruction. 2. Belief systems achieve balance.
"Instructional approaches respond to curriculum-related questions concerning content, methods, and materials in the teaching of reading"
Teacher beliefs contribute to curriculum if it is a representation.
" What should children know and be able to do as readers and writers? Which skills and strategies are important? How do I teach skills and strategies?"
The Basal Reading Approach
"an all-inclusive set of commercially produced materials for providing classroom reading instruction. Basal readers are used widely across the United States and are typically organized to illustrate and develop specific skills that are presented systematically in sequential order and taught continuously throughout all grades"
Beliefs About Reading Interview
, or Top-down?
The Language-Experience Approach
story dictation, records, technology
The Integrated Language Arts Approach
"extends the concept of language experience throughout the grades by immersing students in reading, writing, talking, listening, and viewing activities and can cut across subject matter areas."
Literature Based Instruction Approaches
"approaches accommodate individual student differences in reading abilities and at the same time focus on meaning, interest, and enjoyment." ENCOURAGEMENT
" connotes the process of providing differentiated instruction to students. It reflects the accumulation of previous knowledge and direct experiences in reading classrooms over the years."
Experience Matters MORE Than Approach
"Obstacles come later." We should be more aware.
"Whole language is going to come back."
Recognize words that might have meaning and morphemic/semantic will come in.
"Not going to be solved by better phonological awareness training."
"English is difficult for children to learn, even with good instruction. To make it in America, you need to know large words."
Children are below proficient.
"How many opportunities do you have to learn lots of words?"
"It's not all about decoding. Even in eighth grade they will have decoding problems." Not always to make up for that.
Projectory into vocabulary
"We don't appreciate cumulative knowledge in reading."
"There are always other things to do in life and if you're not good at school, why bother?"
In the Youtube Video, I agreed with most of what he was saying. I quoted above the points that stood out to me. When he says that "English is difficult to learn, even with good instruction," it implies to me that no teacher can fully teach phonics or any approach to the full extent. It takes practice, studying, and major dedication to become that skilled. I do believe this video was insightful on how much we have our hopes in the reading world of the education system.
Chapter Two talked a bit about instructional approaches and incorporating belief systems. Personally, I agree with most of the approaches except for the instructional approach as a whole and it saying that curriculum controls us. I believe that our beliefs as teachers indeed prevalent in the curriculum, but is not based upon the entire curriculum. A curriculum in some places is only a guideline and the rest is up to the teacher. The layout of the curriculum may be strict, but not completely dictating. Lastly, I agree that experience matters more than approach. There are no approaches without the practice.
I also wanted to make a point in saying that I believe the Interactive Model is the most appropriate. While we are more familiar with either the bottom-up or top-down approach, one will not simple work. Combining the two would be the most efficient way to learn reading because it focuses on different types of learning and all children learn differently.
I believe the belief system is a huge factor in what is being taught. A teacher teaches based off of what they know. We are the mentors to the students and we are sharing what we believe about whatever subject. I also agree with how it is said that technology based reading should be more integrated. Technology is rapidly growing. There may be some who do not like it, but at this point in time, there is nothing to do about it because eventually it will be everywhere. The best we can do is embrace it as it comes and prepare our future for handling it.