Literacy Journal - Intervention

February 15, 2010 Literacy II Blog 5

The subject of intervention spans the readings this week. In the case of RTI, there is a very systematic approach to intervention following a prescribed method of instruction and evaluation. While I applaud the methods that can identify specific reading needs, I could not help but wonder about the time line for achieving this (in some cases 20 weeks). I asked myself how frustrating that might be for a student that does not make appreciable progress, only to find out the child has dyslexia, or worst, retardation in some form. By now most of the school year is gone. I am supposing now that some change of direction might be employed before the exhaustive RTI process runs it’s course, but it is not clear to me in the article. The other obvious factor is cost, especially if the process progresses to the one on one intervention phase. With rising costs, and school budget cuts, it is inevitable that many school districts will struggle with mandated adherence to the law, and sacrificing other programs that support general education.

As we see in the case of Mark (Mesmer, Mesmer pg.283), the process needs to go nearly full term to see significant results. I would like to read more about the “word attack intervention” (Mesmer, Mesmer pg. 287), which appears to be the method that helped Mark the most. While Mark’s progress was significant enough to not warrant further investigation into a learning disability (15 weeks), I could see where children might spend in inordinate amount of time struggling through this process, only to find out they do have a disability. I had to laugh to myself at the end of the article when the authors point out that the RTI model is significantly more timely, than the “dominant and damaging discrepancy model in which so much time is spent admiring the student’s reading problem”. Jeesh!

The Hudson article was insightful for me, as I know little about dyslexia, and what little I thought I knew was in fact myth. Again, we see intervention, and as often times is the case, we the teacher are the first in line to detect something out of the ordinary with a particular students reading ability. While the RTI process would seem expensive in terms of addressing and rectifying a reading problem, the cost to screen children we suspect of having a reading disability soars through the roof with the cost of technicians, fMRI machines, and the staff necessary to interpret the results. It is simply impossible, and even these results are not always a correct indicator of a disability (Hudson pg. 510). Looking at the table on pg. 511 (Hudson), we see the staggering amount of time (126 sessions or 105 tutoring hours), to intervene and I am supposing making some degree of positive impact on this particular student. I like how our school district and I am sure many others do test students, at least (3) times to see if there are patterns in a child’s progress, and if they are reading at grade level. Testing is even done more often on children that do struggle at grade level.

I choose Delpit’s article on Language Diversity and Learning, in which the question of intervening in a child’s “linguistic diversity” should be addressed by us as teachers. Now I come from an era where you were severely criticized and corrected for using “incorrect English”. Now I am not talking about slang which was never permitted, but whatever our teachers and parents said was “proper English”. I was taken aback somewhat as I started reading this article but I gradually began to understand how important diversity is, both in the home and the classroom, and how we could in fact be doing harm, or hinder the reading process by intervening. Delpit cites the fact that dialectal form has no bearing on one’s ability to read. I could see though where spelling may be affected though.

I am probably not alone in my initial thoughts on this subject as supported by the example the author uses (Delpit pg. 55), when white adults evaluate (negatively) the work of a black child's story, and black adults find the story just fine. I think one of the most lasting values I will take away from my studies in teaching is the acceptance, and embracement of diversity in an ever diversified world. As we teach our children tolerance and acceptance of diversity, who knows, maybe we can make this a better world than we will leave it.

Literacy Journal - Classroom Libraries

Classroom Libraries

I have found it fortunate that none of the Lake Washington classrooms that I have been in are devoid of a class library. Most are well organized, well stocked, and some feature sections devoted to popular authors, and book series. Except for kindergarten, and some first grades, their is some leveling going on. In my primary placement a color coding system is in place. Great pain is taken in my current classroom for children to read “just right” books, and they are continually reminded about what constitutes a just right book. I would agree with Routman, that all to often when we query a child about their “just right” book, the first words out of their mouths is they only missed so and so words on these 2 or 3 pages, with little concern for if the book is something to their liking. I purposely asked this very question, and some would say “well, it’s OK”, with little more enthusiasm. Routman makes the point that first and foremost for new readers is that children need to to read books they enjoy reading. As important also is that they perhaps read easier books so that they gain that confidence, and begin to see themselves as readers. Gradually, the introduction of more difficult or challenging books can be made. I use to be concerned to over kids reading popular books to appear “in”, when clearly the book might be beyond their capacity, but again Routman says that the harm of this once in awhile is not such a big deal if the end result is kids are reading.

My gifted class most days includes about 30 to 40 minutes of silent reading, with soft classical music playing in the background. There are two big bean bag chairs on the floor and the kids rotate to use them daily. Again, another key in the development of readers, and especially for those that struggle. We use this time to sit with 2 or 3 students to listen, and coach them, as well as to see if their books are “just right”.

I liked how classroom libraries should be developed with the input of the students. Many students enjoy the same types of books, or authors. I could easily see classroom literature circles being developed that are totally student driven. Book talk, whats ‘hot” talks, and discussions can develop and promote interest for students who might otherwise just pick up the closest book to read with little interest actually in the book.

Literacy Journal - Student Comprehension

Student Comprehension

Both Routman and Cooper would agree that often times teachers do not teach comprehension in a strategic, and methodical way for their students. The irony of it, and Routman I’m sure would concur is, we assess it all the time though. I, all too often see my students superficially reading during their read alouds to me, and construct very rudimentary retells from it for me, often times just giving the general gist of the passage with little detail or meaning sometimes. I should temper my comments in that the kids I am working with already have problems in not only comprehension, but in all aspects reading. (I have yet to lead a group, or class in this activity)Even with good readers, while giving good details they often forget to cite how the characters are feeling, or that deeper meaning that both authors strive for in comprehension.

Both, cite modeling on our part to be a key in student understanding of the different strategies that they should employ. It is interesting in that I have yet to see that in either of my placements. A deliberate method on the MT’s part to model how she is thinking as she demonstrates these strategies. What am I thinking of? Why do I think this is important? Can I predict what is going to happen next? Maybe I should re-read this section because I am not clear? (Routman’s single most important strategy pg. 122) These are the questions you need to model for your kids, so that that start thinking that this is what good readers do, and how they extract meaning from what they read. Routman (pg. 121) makes it very visible (reading/thinking) to the student.

One thing I did not see in Cooper as I look back over it, is the fact that regardless of strategies, the mere process of reading, reading reading in itself is probably the single most important way to eventually find for yourself what works best, and eventually we become not even aware of the unconscious way we process the information we are reading. While Cooper suggests posters that reinforce the strategies, and whole I don’t think its a bad idea, I think kids understand more though modeling by there teachers or in fact by their neighbors in turn and talk exercises during read alouds. Certainly as children get older, the more methodical approach by Cooper may benefit some students. Modeling comes at the end of the piece, and is less emphasized I think than what Routman suggests.

Many aspects of the optimal learning model come into play certainly, as the teacher gradually transitions from active instructor, to observer, problem solver, coach. Here we expect to see

• I do, we do, you do
• modeling
• think alouds
• read aloud and reflection
• guided practice