Sharing Good Practice
5 Classroom strategies to
create good readers
By Melissa Monney
what was running through their mind
as the text was read; this can also be a
good informal assessment of reading.
Build vocabulary
Being a good reader does not simply
imply the ability to read the words on
a page. It involves underst anding the
words. In order to do that, learners
require the necessary vocabulary to
access the text. Many times vocabulary
is taught in school, but often as part
of a 'to do list' of vocabulary words
to satisfy an outcome; however,
students rarely encounter these words
in context. Teaching vocabulary in
context is essential to a learner’s ability
to access to the text. Vocabulary in
context does not have to be taught in
isolation, but could be accomplished
through teaching learners how to use
context clues to gain meaning of new
words.
Comprehension
“If one cannot enjoy reading a book
over and over again, there is no use in
reading it at all.”
- Oscar Wilde
R
eading is an essential part
of our lives, especially at the
primary and secondary levels.
For years, there has been a lot
of emphasis on reading. However, as
we moved into the 21st century, there
was a noticeable shift towards the
use of technology. The fundamentals
of education (or as is often stated in
America, the 3Rs - reading, writing and
arithmetic) are equally as important
as innovative 21st century skills. While
sustained reading may not be the
popular choice for many learners,
creating good readers is essential for
academic success.
Model reading
Modeling is a very common teaching
strategy. It sets the example for
expectations of outcomes. Modeling
reading teaches learners how texts
should be read. Modeling allows the
learner to engage with text.
“Running script”
Research indicates that one of the
signs of a good reader is his/her ability
to have a running script in mind as
he/she reads. A running script is the
concept of the reader visualizing all
parts of the text as he/she is reading
- the characters, events, setting, etc.
Once a reader becomes engaged with
the text, it facilitates his/her ability
to visualize the text. Educators can
scaffold this process by modeling
reading, and having learners close
their eyes as they think about what
they hear. Then have learners, dictate
Many
educators
give
reading
comprehension exams, but are we
teaching reading comprehension?
Reading comprehension attempts to
assess the learner’s understanding of
the text. Reading for comprehension
is a skill that should be taught, not just
assessed. We should ask questions
throughout the reading process to
gauge understanding rather than
only waiting until the end of the text,
and using that as an assessment of
comprehension.
Read often
In order to be a good reader, one
must practice the skill of reading. Just
like any good musician, artist, etc.,
reading must be practiced. Learners
should engage in at least 30 minutes
of reading each day. Encourage young
learners to read signs, posters and
advertisements in their environment.
While all of these methods of
encouraging good readers are great,
the best way of creating good readers
is to teach help them discover the joys
of reading.
Class Time
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Mar - Apr 2016
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