Reflection 3

The articles provided for this week’s reflection offered up a number of different perspectives to consider in regard to both oral reading and independent, silent reading. While there were certain points that seemed feasible in Allington and McGill-Frazen’s work, “Why So Much Oral Reading?”, there were a couple of aspects that I found difficult to agree with. To begin, I do not necessarily believe that it would be a well thought-out idea to remove oral reading entirely from the curriculum after equipping oneself with merely a first-grade reading level. Although spending the majority of a lesson trading off turns reciting from a text might not be the best method of incorporating reading into classroom activities, it seems important, particularly for youth in elementary school, to have the shared experience of listening to the same story and being provided time to discuss what they have heard.

Whilst it is possible that the authors of this piece of writing intended for oral reading to be synonymous with reading aloud from textbooks, I am not sure that that is the case. Hearing literature being read supplies an utterly unique experience in which one has the opportunity to truly envision the words being spoken. At least from my own insight, I can claim that being capable of listening well is also an essential skill to develop. In other words, both independent and oral reading maintain the capacity to impart their own benefits depending on the circumstances and students involved.

However, I cannot say that I am of the same opinion on the subject of textbook reading. In spite of the fact that I cannot recall having had a professor, nor alternating students, simply read the assigned text, it appears as if it would be a wholly ineffective manner of instruction. If it is accurate that numerous educators are utilizing this method regularly for remedial and special education classes, then certainly this presents an issue that requires a resolution. It is highly unlikely that the majority of individuals will learn adequately what they need to know by being witness to the text read audibly.

Though the negative aspects of oral reading were discussed in this article, I noticed there was no discourse about the difficulties that can arise when students are left to their own devices concerning silent reading. As a result, I was grateful for the chance to leaf through “Scaffolded Silent Reading: Improving the Conditions of Silent Reading Practices in Classrooms”.

Retaining a proficiency in independent reading clearly has its merits. On the other hand, as was revealed through the aforementioned piece, implementing this activity during school hours in a well-developed manner can prove unprofitable if the proper aspects are not accounted for. Having the ability to choose the correct book is key in both comprehending, but also enjoying the novel that one has elected to read. Thus encouraging teacher involvement in book selection seems quite appropriate, especially for younger grade levels. Additionally, I thought the idea of having a well organized library system in one’s classroom would be of great assistance in allowing students to eventually supervise their own choices. Furthermore, including an aspect of social interaction, through communication with both the educator and peers, into silent reading seems to connect exceedingly well with what we discussed previously, about literacy being something that occurs within a community.

Both Beck and McKeown and Hoffman, Roser, and Battle had undeniably important wisdom to offer when speaking to their audiences on the practice of reading aloud in a classroom setting. Each acknowledged the significance of allotting time for students to respond and reflect over what they have heard. Whether that is by allowing them additional moments to ponder a question, or facilitating discussion and sharing through alternative activities, such as drawing or writing about the tale. Either way, the two writings concede the import of crafting a superior reading aloud experience. Just as they addressed the necessity of inquiring more deeply then just through yes and no questions, I also believe this to be a crucial aspect in creating a quality read aloud.

Personally, I found the latter two works to be the most interesting, as I already knew of the struggles that can arise from silent reading, and that merely enumerating the words from a textbook is an inefficient strategy for teaching one’s students. The final pair seems the most applicable in my situation, especially as I intend to enter the education field as a primary school instructor. Through glancing across the pages of these articles I gleaned several vital pieces of advise to remember for the future; for example, making sure to adequately time the revealing of the pictures in a storybook, and querying in such a way as to permit longer more descriptive replies. In addition, it was an assistance to realize how pivotal it is to provide opportunities for discussion and sharing amongst the student’s peers.