web analytics
December 18, 2014 / 26 Kislev, 5775
 
At a Glance
Sections
Sponsored Post
8000 meals Celebrate Eight Days of Chanukah – With 8,000 Free Meals Daily to Israel’s Poor

Join Meir Panim’s campaign to “light up” Chanukah for families in need.



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
Sydney has banned the  Chabad menorah from being lit this year because of the murders in the Lindt cafe.
Sydney Darkens Hanukkah by Banning Chabad Menorah Lighting
Latest Sections Stories
book-elisha-davidson

Written with flowing language and engaging style, Attar weaves a spell that combines mystery, humor, adventure and Kabbalah in the most magical place in the world, the Old City of erusalem.

book-path-for-life

There are those who highlight the diversity of these different teachings, seeing each rebbe as teaching a separate path.

South-Florida-logo

Rav Dynovisz will be speaking in Hebrew on Wednesday, January 7, at 7:30 p.m.

South-Florida-logo

Rabbi Simeon Schreiber, senior chaplain at Mount Sinai Medical Center in Miami Beach, saw a small room in the hospital that was dark and dismal but could be used for Sabbath guests.

“The secret to a good donut is using quality ingredients and the ability to be patient and give them time to proof.”

I so desperately want to have a loving relationship with my stepsons.

The Liberty Bell is a symbol of American Independence.

Because you can’t have kids pouring huge jugs of oil into tiny glasses, unless you want to turn your house into an environmental disaster.

Try these with your kids; there’s something for every age group and once all the recipes are made, dinner will be ready!

You children will build the country and you will help restore Israel to her former glory.

Bais Toras Menachem is proud to welcome its new staff member, Yaakov Mark, who will be the Administrator as well as Ort College and GED class coordinator.

Because she is keenly aware that anti-Semitism may start with the Jews but never ends with the Jews, she makes the logical connection between the opprobrium for both America and Israel so commonplace on the political left.

In this narrative of history, it is the third world Palestinians who are victims of the marauding Jews, of course.

More Articles from Rifka Schonfeld
Schonfeld-logo1

Children develop at different rates – they say their first words, take their first steps, toilet train, read their first word, and lose their first tooth at different times.

Schonfeld-112814

Once you understand why you are lying, you might be better able to tell the truth.

This core idea of memory is very difficult to fully comprehend; however, it is essential.

Do you love your children? Of course, who doesn’t? Maybe I should rephrase the question: Do your children feel that you love them?

“Without a high school diploma, you couldn’t work as a garbage collector in New York City; you couldn’t join the Air Force. Yet a quarter of our kids still walked out of high school and never came back.”
– Amanda Ridley

Avromi often put other people’s interests before his own: he would not defend people whom he believed were guilty (even if they were willing to pay him a lot of money).

Social disabilities occur at many levels, but experts identify three different areas of learning and behavior that are most common for children who struggle to create lasting social connections.

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

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: