Coming of age to a new definition of reading instruction

            When I began as an English teacher, reading instruction was quite basic.  I never really looked at reading as a complex process. But after going through this course, I realize that reading is indeed a complex process. If students are coming to me with a deficiency in any part of the process, like a break in a bridge, it will eventually collapse. Students become frustrated with reading constantly and now its apparent as to why.

            In planning reading instruction, I never thought beyond simple differentiation. By my definition, simple differentiation is only planning the lesson for two different modalities.  Based on this information, an instructor tries a gradual release method, and if successful, the students claim ownership. However, addressing only two modalities excludes many students. As shown through this course, reading comprehension is not just two modalities it is multiple.  I think that most instructors tend to ignore this because it seems to time consuming.  In thinking about this problem, it comes back to bringing both student and teacher together to design the assessment. 

            But this is not something that can happen over night. Many teachers comment on why students are not learning even though they have taught the material. It comes back to assessment. How are they assessing their students? How will they know that they got the objective?  With reading, we have to be so vigilant with our assessment, because without then students really are not learning at all. They will be in the recitation phase and then what has 180 days of instruction really done for them?

            These questions can try to lead to answers but only if teachers are open to it.  Most teachers seem to reach this point that if the students are not getting it, they are not putting in their all.  I have to admit I have let my mind wander into this territory.  It is easy to do because we feel powerless.  What this says now, after this course, is there is something not working.  This shows me now that I need assessments to help refocus the learning.  Remediation is not a bad thing if used the right way.  The plan should be: plan plus teaching plus assessment plus reflection. It is completely cyclical.  If we recall when reading, did we begin automatically reading as soon as we left the womb?  No.  It was through multiple times of practice and some reteaching as well.  As practioners, we have to embrace the need to allow reteaching to happen if the assessment shows students did not get the lesson.  I use to say that if they did not get it with this assessment, they will get it with the next one.  The reality is they need to get it with this assessment. Seventy five percent pass rate means the test is good…but that does not mean learning took place. Unfortunately this is often coupled with compromising time schedules as well as pressure from impending state assessments.  However time needs to be made to make sure students understand and comprehend the material. Because if not, they will never learn…and we will be responsible.