Newsletter: Volume 1, Issue 2
In this Issue:
Picture Book Reviews | Young Adult Novel Reviews
Book
Review Forms |
Clearinghouse | Resources
Recommendations from a Reading Specialist
Sue Peterson
Title I Coordinator
Anne Wein Elementary
Reading instruction begins by letting a child talk or communicate in way comfortable for that child. Intervention relative to reading difficulties begins by increasing opportunities for communication with the particular child. We, teachers and parents, must respond by careful, thoughtful listening.
Given the situation of student with teacher as tutor, a response to a primary-aged child may look like this:
" Is that what happened? Hmmm - it sounds to me like this was important to you. I would like to write that down so I can remember. Let me see, I heard you say..."
If the child is communicating in a non-verbal manner through art, movement or even acting out, the same holds true. As instructors, we need to create a bridge between that child and academic literacy experiences. If we want to engage the child, the bridge better begin on the side of the child. A response to non-verbal communication may sound like this:
" I'll tell you what I think I see and you tell me how close I am
to being right!"
Responses to older children must, of course, have added sophistication.
Yet the same basic principle holds true. Reading comes after belief
in the worth of communication. We have to tap the point of pleasure in
the brain
that true communication reaches and develops.
Learning to read for many brains is not simple. There is a great deal competing for the mind's attention these days. Each child has a personal environment, a peer world, parental and societal expectations to process. Each child's mind will respond differently to the challenges presented by reading. For some, for any number of reasons, reading will be very difficult. If we as teachers and parents can tap into the joy that relationship and communication bring, we will have a strong beginning.
Using this connection we can cooperatively build a bridge filled with useful and personal reading strategies for each child. The wonderful thing about this is that it is a relatively easy beginning! It applies to almost all situations. Further, we have each other as colleagues for support. We are not alone and no child within our reach will be left behind.
Last modified by JLW March 2, 2004.