Entry # 18: Building comprehension
and reaching reluctant readers
"Why are you re-reading the story to us? We just read it as a class?"
We had just finished reading Sandra Cisneros' story, "Eleven",
aloud as a class. I had assigned paragraphs and allowed each student to
practice their parts for ten minutes. I decided to let my students practice
because my low-level readers always cringe in fear during reading time.
Instead, they had the opportunity to ask me about unfamiliar words and develop
some confidence and fluency.
I noticed while reading that few students stumbled over words, and, as a
result, there were none of those characteristic sighs from students who
grow impatient with the slow pace of reading.
Still, I was dissatisfied with what I observed as we read. I watched as
some students turned to talk to each other. Others gazed into space, and
still others put their heads down. There was a clear lack of engagement
from my students that I couldn't understand.
After all, "Eleven" is a story about a misunderstanding between
a student and a teacher as well as the conflict within each of us as we
grow older, never quite feeling our age until the end of the year.
I thought that perhaps a lack of continuity or fluency or even expression
was keeping my students from becoming engaged, so I read it aloud again.
A few students seemed more engaged, but others in the class had tuned out
once again.
I thought about them all evening. When I read there is a constant conversation
in my head. I am wondering about how the character is going to respond,
where the plot is headed, and even making connections to my own life. For
most of my students, I suspect this is not happening. Furthermore, I would
bet they do not even realize they are supposed to be thinking about what
they are reading.
I went straight to the source
I recently began reading Mosaic
of Thought by Ellin Keene and Susan Zimmermann. While I have not gone
far in the book, I have already seen evidence of my students' poor comprehension
skills similar to those described in the book.
Not wanting to assume that my diagnosis of the problem was correct, I decided
to go straight to the source. The next day I posted the following questions
for the journal: "What do you do when you read? Why do people read?"
I geared myself up to do a lot of explaining of what I meant by the first
question, but only one student even asked. Following are some of their responses:
"When you read you are exploring the things that you read.
Like reading different versions of Cinderella. I enjoyed that. You learn
more, and it helps you practice." --Lonnie
"People read to learn. They read to get more stuff in the sandwich
in their heads. If you get into trouble you can think of a story you read
to solve a problem." --Lonnie
Lonnie went on to talk about another story we had read that week, "The
Jacket" by Gary Soto. "The boy wanted a popular jacket, and his
mom gave him an ugly one. He still didn't express his feelings with his
mom. But you could if it happens to you." I was amazed at comparison
she made, encouraged by her expressive use of metaphor. Lonnie is clearly
aware of how and why she reads.
"When I read I am exercising my mind because I have to keep up with
where I am and have to see the character in my mind. I think that's better
because I can see the character the way I want to." --Will
Will is aware of the control he has to create his own pictures. Alexis has
a similar comment: "When I read the words I try to picture in my head
what the author is talking about or what I'm reading about looks like."
Fred, another student, also describes an active process. "When I read
I act like I am in the story."
Many of my students, especially my good or middle-of-the-road readers, described
active processes where they were doing something before, during, or after
reading. It is obvious that they are at least aware of the need to be active
during reading. This was not the picture with all of my students, however.
Many described their process or reasons for reading as dismal, unrewarding
tasks.
"When you are in class and read a book and the teacher
asks you about it, you will know the answer." --Darrell
"I look at the words and letters. People read so they can learn words
and how to pronounce words and letters." --Brianne
"When I read I just read the words in the book." --Reggie
"I read so I can tell my mom what it is about. If I am wrong, she makes
me read it again." --Clancy
Not surprisingly, these quotes are largely from my lower readers. They see
no purpose for reading except as a school activity where they will be required
to pronounce the words correctly or spit back what they read.
So what do I do?
None of this is groundbreaking information. In fact, most of it has been
described in the research about reading and readers. I should know exactly
how to fix it now, right?
To a certain point, yes. I have been spending the last few months concentrating
on learning how to improve reading comprehension, addressing those very
issues my students presented to me in their answers. I am actively pursuing
teaching these strategies in my class, and I believe my students will improve
their reading skills and scores. But I still have questions.
For example, why do my "good" readers, who described active, involved
processes still fall below the norm on standardized reading tests? Students
who are reading Harry Potter books -- which, in my opinion, are quite difficult
for 6th graders -- are scoring in the lower categories of the MAP test.
What is happening during these tests?
Another question I have is how much good can I do if I only have one year
to work with my students on these strategies? What happens when they move
on to another teacher who doesn't know about or practice these strategies?
Fortunately for my students, the seventh grade language arts teacher is
also learning more about teaching the comprehension strategies described
in Mosaic of Thought and other books, so they will get plenty of
practice next year as well. What happens after that, though?
My final question is how difficult will it be to teach my reluctant readers
how to read? How will I get past their current attitudes and beliefs
about reading?
I do not have the answers to these questions -- yet. I do know how to find
my answers though. Teaching, like reading, requires active involvement on
the teacher's part. If I stay engaged, think about what I am observing,
and ask the right questions, I will find my answers.
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