Learning to Read is Super Natural! Really!!!

If you are able to read this post, then you possess the power to unlock the mysteries of written words. I say mysteries because until you read the words they are just marks on a page. They don't mean anything. But, what if you couldn't learn to read? Have you ever stopped to be grateful for this ability? Reading isn't a natural process! I read an article on this topic recently. It used research to show why this is true. Here is a quote that may make you want to stop and think:

"If learning to read were natural, there would not exist the substantial number of cultures that have yet to develop a written language, despite having a rich oral language. And, if learning to read unfolds naturally, why does our literate society have so many youngsters and adults who are illiterate?"

Click on this link to go to a copy of the article.

So, what's my point? My point is...GIVE KIDS A BREAK! GIVE YOURSELF A BREAK! This task is extremely challenging. You can do this! You just need the right tools. You shouldn't give up on a child or yourself if your student isn't learning to read. If it seems almost impossible, then you're feeling that for a reason. It is ALMOST impossible. But, as I have stated before, an effective teacher can make all the difference. BE THE DIFFERENCE!

Happy Reading!

The Dependent Cycle in Learning to Read

The Florida Center for Reading Research (FCRR) is a great place to gain information about teaching reading. They do research and share information with those who are working to improve reading instruction. From a presentation they made to principals on the many components of the Reading Block (click here to see the entire slide presentation). I took away something that I had not considered before. Yet, this makes a lot of sense. Did you know there is a A Dependent Cycle in when learning to read? That if a student doesn't get the first part, then they will struggle with those that follow? So, why do we move the student on before the first essential is mastered? Who knows every reason. There are so many. Basically, the cycle goes like this:

Poor decoding skills = reading without fluency

Lack of fluency = poor or no comprehension

Lack of comprehension = low motivation

Low motivation = less reading on own which means lower vocabulary

Think about this when you are working with your students. When you've got one that is struggling, maybe you can use this cycle to see where you need to go back and build the vital component they have missed. Click the logo below to go to the FCCR website and see what they have to offer.

Happy Reading!

Website Review: Yale Center for Dyslexia & Creativity

I'm very much interested in helping students that struggle in school. The whole child is important to me: their health, their mood, their abilities, their weaknesses.  I have worked with students that have been labeled as behavioral challenges and found that many of them struggle to read and learn. Many times the behavior was a bi-product of their learning challenges. This gives me HOPE. Maybe we can help with the behavior concerns by addressing the learning needs!!! More than 80% of students with learning disabilities are struggling due to DYSLEXIA! Hello, maybe we should be addressing dyslexia in a major way! Maybe things would be different for so many...including all the other people in the dyslexic person's life. 

I found an amazing website called The Yale Center for Dyslexia & Creativity. The subtitle is "slow reader, out of the box thinker". I LOVE THAT! What if we were able to empower these struggling readers to embrace the creativity that many of them possess? They may find the strength to deal with the reading struggles, which CAN be helped. How amazing would that be!

Watch this video called "A Letter to My Teacher" from their website and see why I am excited!

This website is a wonderful collection of information and inspiration for those with dyslexia or those who have a stake in this: student, teacher, parent, policy maker, community (everyone). You can learn what the disability looks like, read testimonies of some people with dyslexia, and find out what is going on in politics to bring the most common learning disorder out into the forefront of our efforts in education. Did you know that over HALF of the people in prison in America are basically ILLITERATE???? I see a way to address the "school to prison pipeline" by addressing the needs of non-readers. Let's be respectful and responsive to these learners. Think of the potential impact on incarceration rates. It would be hard to list all of the knowledge I have gained form this sight. It's a treasure-trove. Check it out!

Motivation for Middle School Readers...Lost Cause?

Are you thinking "If they aren't motivated by now, don't waste your time!" I HOPE NOT! It's not too late. If you're a teacher or a parent, you've got the key ingredient in your power...YOUR OWN ENTHUSIASM. Your actions towards reading can influence even a middle school student to change their feelings about reading. Students who used to hate reading of any kind can begin to look for text to read for information or pleasure. I've seen this happen. In a classroom of boys identified with behavior disorders, I saw students reading because they wanted to know about something, enjoyed a discussion and wanted to read more, or they saw a graphic novel that was about a character they liked.

The best story I could share to help you see the positive potential (because you can certainly have a negative potential influence) of your enthusiasm for reading is about a 13 year old who had always hated reading. In the past he had tried to cause a scene in the classroom whenever reading was required. He tried fighting, cussing, throwing things, and even hitting things. The outburst was worth the outcome...no more reading today. Weird part is that he could read on grade-level. But, he really struggled with "keeping up with what the book is about." By Christmas break this guy was picking out books to take home with him because he knew he'd have a long car ride to see his family and could read. In the Spring he said something that I will cherish for always. Basically he said, "I used to hate to read, and now it's weird. I read all the time." I asked him why he thought that was. He said "It's cool! Like a movie in your head." I love that he doesn't remember I told the class that a gazillion times early on when I was building a relationship with them.

So what did I do, exactly? I spoke about reading as a "get to" not a "have to".  I used casual conversation to share things that I learned through reading. I modeled looking for a book that was a "smooth" read for me. Sometimes I'd read part of something (like an excerpt from a description about the book) and think out loud about whether or not I'd enjoy reading that book ("Hmmm, I think I'll pass on this one. I don't even understand the description, so I'm thinking the book won't be my style."). I think the most valuable ingredient was the trust relationship that we had built. The students knew I cared and wanted them to get better at reading for them, not for a grade.

Here's an excellent resource for strategies to use when motivating students to read and getting them engaged in reading. This article goes beyond the skill...it focuses on the WILL. (click here for article)

Happy reading!