Does any of
the information presented in Chapter 15 influence your personal philosophy of
reading? In what ways? How has your perspective this changed since you took the
DeFord TORP a few weeks ago?
I found it
very interesting to read on page 370 that children of all academic levels had
better comprehension with shared reading compared to round robin. I have a
personal dislike towards round robin reading. As a child, I remember doing this
in almost every classroom I was in. The only thing I would concentrate on is
not WHAT I am reading, but WHEN am I going to read? Counting the paragraphs or
pages until it would be my turn, then secretly practicing the passage I had to
read. In other words, I had no clue what the students around me just read, and
they probably feel the same way.
Another
interesting point is the below average readers had almost half as many oral
reading miscues in shared reading compared to round-robin reading. All the more
reason to not use round robin in the classroom! I know I do not use round robin
with my students, there are plenty of other ways to have shy students read
aloud and still pay attention to what others are reading at the time. This is
something I believe in and did not change my beliefs but encouraged them even
more.
My
persectives on the DeFord TORP are actually pretty similar to when I took the
test in the beginning of the semester. I found myself agreeing with what I
previously marked as my beliefs.
Jaclyn,
ReplyDeleteI too, feel the same way about round robin reading. I remember calling it "popcorn reading" back when I was in elementary school. I will admit, last year I had popsicle sticks with my kids names on them that I would occasionally draw for reading time. In some situations, this random drawing works well for like a game or something. I do not like the idea of forcing kids to read due to the feelings you explained in your post. I remember practicing my paragraph(s) prior to my turn because I HATED reading aloud and wanted to make sure there were no surprises in my passage. The bottom line as a teacher, is that I want my students to learn from the material being read, not fretting over their turn approaching.
On the DeFord TORP, my answers were very similar now as they were in the beginning of this course like you stated. One thing I did notice is that my understanding of the statements and how they connected to reading were much stronger.
Jaclyn,
ReplyDeleteI was a lot like you when it came to reading out loud because I did not think that I was a very good reader. Especially because I was already nervous about reading I know I messed up a lot more than if I were reading to myself. As well as students probably not paying attention anyways due to nerves, it may be hard for them to follow along with struggling readers. I did not do mandatory round robin reading, but I allowed students to raise their hand if they wanted to read and if you did not want to read you didn't have to. I think this worked out fine because there were some students who really did want to read and liked reading out loud. I also noticed that slowly throughout the year more and more students would raise their hand to read, so I think it started to boost student confidence or they started to become more comfortable.
Jaclyn,
ReplyDeleteI too found many of the studies in chapter 15 to be extremely interesting. It is amazing to me after reading Weaver's text and everything we have covered this semester that I was never exposed to the comprehensive approach to literacy during my undergraduate courses. Although I was exposed to and have used many of the aspects in my classroom, there were many that were new to me this semester. It sounds like you must have been exposed to the comprehensive literacy program in the past, and that this course served to strengthen your beliefs in its benefits. I have no doubt that you are an excellent literacy teacher.
Jaclyn,
ReplyDeleteI completely agree with you about round robin. I have never liked it as a student or a teacher. As a student, I would alway focus on when I would read instead of trying to determine meaning from the passage. It's an enormous amount of pressure on students if they don't like to read aloud in front of a large group. The pressure and nerves would often times make me miscue even though I knew what the text was saying. I'm sure other students in the class felt the same way as I did.
Jaclyn,
ReplyDeleteI am with you! I cannot stand round robin reading. It always made me nervous as a child, and I also would count the next words or the paragraph. Then I felt like I would become anxious waiting for my turn. I also tuned everyone else out, and had no idea what was actually being read. I found that attention decreased as well as reading comprehension.