After receiving three reading groups in my first year of teaching, I never used three groups again. The only ones with the most confidence were the top readers in the first group. Because in each group there were variations of ability all recognized by others.
I’m retired now but taught for many years. I developed a program where each child, in my combined first and second grades, had their own reading book and soon was able to choose which stories of interest to read. Good comprehension followed after also being exposed to understanding literature read to them and thinking about writing their own stories.
See my entry about this approach: http://peggybroadbent.com/blog/developing-comprehension-for-beginning-readers-91215.html
In my combined first and second grade classes for children learning how to read, basal readers were used.Beginning basal readers were carefully selected for those that were most appealing. After the first day of school, every child had a book for Book Time.
The beginners that needed the most help were with my assistant teacher, a parent volunteer, or a second grade volunteer. When second graders were asked to volunteer, many hands would go up. These partners were changed every day so that no one was deprived of Book Time continually. A partner might be listening to one child read and yet could tell another child a word if needed. Partners were tremendous assets for the beginning readers to have one-to-one attention while reading. Sometimes, a second grader with perceptual problems who still had some difficulties would help a beginner, which was a great morale booster and gain a reinforcement of his own skills. Sometimes two beginners at about the same level would be partners together and take turns reading to each other. When one didn’t know a word, often the other would. So, during September second graders might help a beginner for two mornings a week and read his own book the other three. And sometimes in September afternoons, first graders would read to a second grader for a half hour or more. Books were also sent home to be read with a parent and kept until finished.
Much was learned while listening to each beginner. Was she memorizing the words, using phonics learned during Folder Time, or skipping many words – or was she on-task enjoying her book? Was it too hard or too easy? Earl might know most of the words upon finishing his first book and be given the next level book, while Janet might know about half of the words and decide to read it again or be given a different basal reader at the same level, perhaps an easier one. Most children read two to four books of one level before going on. The children who were very ready and strong would start with a more advanced pre-primer and go right through a series, from the three pre-primers to the primer, the 12 book, etc. About the time they were reading at a 22 level, they could read library books as well. Meanwhile, Marty might forget far too many words and would be a candidate for a language experience approach along with Kay who couldn’t manage the words at all. So for the first few days until that program began, Marty and Kay would have a picture book, or another child might read to them.
About the time children were beyond the primer level of a basal reader, they were aware that they should only read selections of interest, skipping others. In fact, to foster independence and responsibility, it was very for a child to make decisions about his own reading. When a child chose his own stories, this lead to mimportant ore enjoyment and it’s this enjoyment of reading that leads to the habit of reading. If a child wants to read, he will read more. Perhaps when children are accomplished readers and have poor comprehension, it’s because they are forced to read material they weren’t interested in.
After participating in Folder Time, a phonics program, some would use phonics to a high or low degree or not at all. Beginning readers fluctuated between periods of fast and slow growth while requiring one-to-one assistance in the beginning stages. A child’s success, however, probably depend as much upon that child’s own motivation, her curiosity, and her great and sometimes overwhelming desire to learn as it does upon the instruction. With materials, guidance, and support provided, each child taught herself to read. Hopefully, through her strengths, every child would progress at her own rate and continue to feel the success and excitement of reading. With materials, guidance, and support provided, each child taught herself to read.
Read more about my program for early reading in my book, Early Childhood Programs: Opportunities for Academic, Cognitive, and Personal Success.Included is a web site where programs can be downloaded for use in a classroom. Also, see 7 reviews on www.amazon.com
Teaching Young Children © Peggy Broadbent 2011 - All Rights Reserved