web analytics
September 30, 2014 / 6 Tishri, 5775
At a Glance
Sections
Sponsored Post
Meir Panim with Soldiers 5774 Roundup: Year of Relief and Service for Israel’s Needy

Meir Panim implements programs that serve Israel’s neediest populations with respect and dignity. Meir Panim also coordinated care packages for families in the South during the Gaza War.



Literacy Illuminated (Part II)


Schonfeld-011312

Like most first grade classrooms, the one I was observing had students with multiple reading levels. Accordingly, the head teacher had divided the students into different groups so that they could practice skills that were relevant to all members of the small group. First, I sat in the “high level” group. The students, even though they were only in first grade, were beginning to read Richard and Florence Atwater’s whimsical novel Mr. Popper’s Penguins.

Shmuel, a freckled redhead, began to read aloud to his classmates as they looked on in their own copies of the book,

“It was an afternoon in late September. In the pleasant little city of Stillwater, Mr. Popper, the house painter, was going home from work. He was carrying his buckets, his ladders, and his boards so that he had a rather hard time moving along. He was spattered here and there with paint and calcimine, and there were bits of wallpaper clinging to his hair and whiskers, for he was a rather untidy man.”

Shmuel read the piece flawlessly, even pronouncing “calcimine” with ease. However, his voice was monotonous, he barely paused at the periods, and his intonations reflected no understanding of the text he was reading. His groupmates followed along silently, but they too seemed unaffected by the humorous portrayal of the messy Mr. Popper. What was going on with these “high level readers?” They seem to have mastered reading the words off of the page, but have little appreciation or understanding of the literature they are reading.

In my last article, I explored the merits of phonics and sight-reading in fostering reading skills. Regardless of the method used, the goal of both phonics and sight-reading is to allow readers to progress to the next level. After they have learned how to decode words, children can move on to comprehension and fluency. Shmuel and his groupmates seem to be adept at decoding the words on the page, but have little or no understanding of the text they are reading. Are these truly high level readers?

Reading Without Comprehension – An Exercise in Frustration

Many children who learn to read the words before they understand the meaning behind them will lack comprehension even as they mature as readers. Scholastic Press, an expert teaching source, explains that comprehension is not simply in the text, but rather that “reading is a ‘transaction’ in which the reader brings purposes and life experiences to bear to converse with the text. This meeting of the reader and the text results in the meaning that is comprehension. Comprehension always attends to what is coded or written in the text, but it also depends upon the reader’s background experiences, purposes, feelings, and needs of the moment. That’s why we can read the same book or story twice and it will have very different meanings for us.” Therefore, students need to actively engage in comprehension strategies in order to understand and ultimately enjoy what they read.

Research has shown that very early readers who have little or no comprehension of what they are reading derive trivial pleasure from reading. As they develop, if comprehension does not improve, these “advanced” readers will grow to dislike reading, as it is simply a repetition of hollow and meaningless words.

What are some strategies that aid comprehension?

Making connections: Children can make connections with the text by using their own background information. Creating these connections helps the student understand where this book falls in the knowledge that they have already mastered. There are three main types of connections that children can make:

Text to self: connections between the text and the reader’s personal experience.

Text to text: connections between the text and another text the reader has read.

Text to world: connections made between the text and something that occurs in the world.

Questioning: Questions help students clarify and deepen their understanding of the text they are reading. There are many different types of questions: vocabulary words, predictions (what will happen next), compare and contrast, and cause and effect.

Visualizing: Visualizing occurs when readers create mental pictures of the text they are reading. Visualization helps students engage in the text in a personal and memorable manner. As they continue to read, the pictures continue to change with the changing personality traits of the different characters.

Remember, expert readers automatically employ these reading strategies without even realizing it. Once students are taught to use these strategies, they will become second nature.

Fluency: When Speed Matters

Once students begin to master the skill of comprehension, fluency becomes the next key indicator of a child’s reading ability. Fluency is the ability to read aloud expressively and with understanding. When fluent readers read aloud, the text flows in a regular and clear manner, rather than sounding choppy and halting. Without fluency, the world of imagination, humor, and drama contained in the finest books is no more than a tangle of words.

About the Author: An acclaimed educator and education consultant, Mrs. Rifka Schonfeld has served the Jewish community for close to thirty years. She founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. A kriah and reading specialist, she has given dynamic workshops and has set up reading labs in many schools. In addition, she offers evaluations G.E.D. preparation,, social skills training and shidduch coaching, focusing on building self-esteem and self-awareness. She can be reached at 718-382-5437 or at rifkaschonfeld@verizon.net. Visit her on the web at rifkaschonfeldsos.com.


If you don't see your comment after publishing it, refresh the page.

Our comments section is intended for meaningful responses and debates in a civilized manner. We ask that you respect the fact that we are a religious Jewish website and avoid inappropriate language at all cost.

If you promote any foreign religions, gods or messiahs, lies about Israel, anti-Semitism, or advocate violence (except against terrorists), your permission to comment may be revoked.

No Responses to “Literacy Illuminated (Part II)”

Comments are closed.

SocialTwist Tell-a-Friend

Current Top Story
Convicted murderer of Philadelphia police officer Daniel Faulkner, Mumia Ab-Jamal.
Convicted Cop-Killer Mumia Abu-Jamal is College Commencement Speaker
Latest Sections Stories
Mindy-092614-Choc-Roll

I should be pursuing plateaus of pure and holy, but I’m busy delving and developing palatable palates instead.

Schonfeld-logo1

Brown argues that this wholehearted living must extend into our parenting.

Twenties-092614-Abrams

If we truly honor the other participants in a conversation, we can support, empathize with, and even celebrate their feelings.

Twenties-092614-OU-Mission

I witnessed the true strength of Am Yisrael during those few days.

She writes intuitively, freely, and only afterwards understands the meaning of what she has written.

“I knew it was a great idea, a win-win situation for everyone,” said Burstein.

Not knowing any better, I assumed that Molly and her mother must be voracious readers.

“I would really love my mother-in-law …if she weren’t my mother-in-law.”

For each weekly reading, Rabbi Grysman begins with a synopsis of the Torah portion, followed by a focus on a major issue.

It’s Rosh Hashanah. A new year. Time for a fresh start. Time for a new slate. Time for change.

Governor Rick Scott visited North Miami Beach/Aventura on the morning of Wednesday, September 17.

While the cost per student is higher than mainstream schools, Metzuyan Academy ESE is a priceless educational opportunity for children with special needs in South Florida.

Challah-pa-looza helped get the community ready and excited about the upcoming Jewish New Year.

Miami businessman and philanthropist Eli Nash had many in tears as he shared his story of the horrific abuse he suffered from age 8 to 11.

More Articles from Rifka Schonfeld
Schonfeld-logo1

Brown argues that this wholehearted living must extend into our parenting.

Schonfeld-logo1

This is an important one in raising a mentsch (and maybe even in marrying off a mentsch! listening skills are on the top of the list when I do shidduch coaching).

Children with dyslexia or dysgraphia frequently have problems in social relationships.

Some educators today believe that Attention Deficit Hyperactivity Disorder falls into an executive function category.

Because the children suffering from this disorder generally have wonderful verbal skills, the disability can go unrecognized for many years.

People definitely had stress one hundred and fifty years ago, but it was a different kind of stress.

Time outs increases compliance and positive behavior far more than other forms of discipline

Printed from: http://www.jewishpress.com/sections/family/parenting-our-children/literacy-illuminated-part-two/2012/01/12/

Scan this QR code to visit this page online: