Jaclyn, I noticed a few key differences between your researcher and mine, Gerald Coles. It seems like Taberski focuses much of her research on the importance of establishing a positive classroom environment and a strong rapport between teacher and student. While I doubt Coles would disagree with Taberski, he does not write much about these broader, more emotion- or attitude-based issues. Second, Taberski clearly believes in the strong connection between reading and writing and how important it is to strengthen this link in order to improve students’ literacy. On the other hand, Coles focuses mostly on reading, reading-based learning disabilities, and debunking the myths and fabrications of federally-funded research like that of the NRP report from 2000. Finally, Taberski seems to be deliver her ideas in a much more practical manner, what with holding workshops and creating DVDs, while Coles has remained primarily in the writer/researcher role, spending time writing books and articles. However, despite these differences, I have no doubt that the two heavy-hitting researchers would enjoy a cup of coffee together!
Jacyln, You and I both researched theorists that worked with reading and writing. I agree with Taberski that children need to know letter names and sounds. Calkins mentioned children should “play” with language in life early on. Both of our theorists believe in teaching phonics for a strong reading foundation. It sounds like modeling fluent reading could be done in a workshop model as presented by Calkins with read aloud of small group work. I also agree with Taberski when she mentioned that reading and writing sight words are a powerful way to build automaticity. Choosing books that are high interest is one of Calkins’ main beliefs which help the students build their comprehension skills. I like Taberski’s strategy of “say more” and have used that without knowing in my classroom since I think we can learn so much from open-ended questions. You said Taberski intertwine reading and writing which is what Calkins also does. One must write to respond to reading yet one must also read their writing to edit it. I believe our theorists along with others help convey the goal for reading which comprehension is key to derive meaning from texts. I was surprised to see our two theorists had a lot in common with their beliefs in literacy.
Lindsey, I too researched Calkins. By encompassing students in a broad print-rich environment they are able to make connections, build up their vocabulary as well as practicing fluency and reading with expression. After researching Calkins, I found myself to agree with her practices. I thought back to when I was younger, and I do not remember learning phonics. I simply remember seeing and holding a variety of books. To me, I was able to read whatever I wanted. To this day I am an avid reader who reads anything and everything in sight. I contribute this to being involved with a broad print-rich environment. As for my writing, I remember watching my mom sign a check book. From then on I thought cursive was a bunch of squiggles. As I grew older, I found myself being determined to learn to write cursive. I asked for help, and soon enough I was taught how to write my name in cursive. I contribute this to seeing my mom write cursive, and I thought it must have been important. Calkins' associates proficiency with environment, and I believe this is the key to reading and writing success.
I really enjoyed reading your paper about Taberski. I liked the 5 pillars of comprehension. I use many of those strategies in my own teaching, so I am glad to see that they are backed by a reading theorist. Teaching phonics is an important basis for reading. I also believe there is a big benefit to connecting reading to writing. I have noticed that many of my students are struggling in their writing skills, and I think this relates to previous students not having a great education in this area. I would always try to connect what my 5th graders were learning in their reading class in my english language arts class. It would improve their comprehension of the story being read.
Jaclyn, I really enjoyed reading about Sharon Taberski’s five pillars in order to develop comprehension in reading and writing. I just finished my undergrad and reading these theorist papers have given me great insight into different literacy programs that can take place in the classroom. The first pillar that you discussed in the Taberski’s beliefs is something the theorist that I wrote about strongly believed. His name is Richard Allington and he believed in accurate fluent reading. He stressed the importance of the teacher reading to a class daily in order to model fluent reading. I feel as though this is such a simple and fun task to do in the classroom. Every time I read to my students throughout my student teaching, I noticed a silence that came across the classroom and eager listening ears. I have really been able to observe how much students love being read to. I also really liked how Taberski stressed the importance of students having background knowledge. Providing students with background knowledge before reading a book or a text is key in order to spark their interest as well as to provide them with appropriate information before they begin. I know as an adult I love having background knowledge of a book before reading it so that I have some sort of insight as to what it is going to be about. This will also help with comprehension skills that Taberski discussed. I feel as though reading and writing workshops in the classroom are essential for students to become fluent in reading and writing. Thank you for sharing such great insight about developing comprehension in reading and writing!
Jaclyn,
ReplyDeleteI noticed a few key differences between your researcher and mine, Gerald Coles. It seems like Taberski focuses much of her research on the importance of establishing a positive classroom environment and a strong rapport between teacher and student. While I doubt Coles would disagree with Taberski, he does not write much about these broader, more emotion- or attitude-based issues. Second, Taberski clearly believes in the strong connection between reading and writing and how important it is to strengthen this link in order to improve students’ literacy. On the other hand, Coles focuses mostly on reading, reading-based learning disabilities, and debunking the myths and fabrications of federally-funded research like that of the NRP report from 2000. Finally, Taberski seems to be deliver her ideas in a much more practical manner, what with holding workshops and creating DVDs, while Coles has remained primarily in the writer/researcher role, spending time writing books and articles. However, despite these differences, I have no doubt that the two heavy-hitting researchers would enjoy a cup of coffee together!
Jacyln, You and I both researched theorists that worked with reading and writing. I agree with Taberski that children need to know letter names and sounds. Calkins mentioned children should “play” with language in life early on. Both of our theorists believe in teaching phonics for a strong reading foundation. It sounds like modeling fluent reading could be done in a workshop model as presented by Calkins with read aloud of small group work. I also agree with Taberski when she mentioned that reading and writing sight words are a powerful way to build automaticity. Choosing books that are high interest is one of Calkins’ main beliefs which help the students build their comprehension skills. I like Taberski’s strategy of “say more” and have used that without knowing in my classroom since I think we can learn so much from open-ended questions. You said Taberski intertwine reading and writing which is what Calkins also does. One must write to respond to reading yet one must also read their writing to edit it. I believe our theorists along with others help convey the goal for reading which comprehension is key to derive meaning from texts. I was surprised to see our two theorists had a lot in common with their beliefs in literacy.
ReplyDeleteLindsey, I too researched Calkins. By encompassing students in a broad print-rich environment they are able to make connections, build up their vocabulary as well as practicing fluency and reading with expression. After researching Calkins, I found myself to agree with her practices. I thought back to when I was younger, and I do not remember learning phonics. I simply remember seeing and holding a variety of books. To me, I was able to read whatever I wanted. To this day I am an avid reader who reads anything and everything in sight. I contribute this to being involved with a broad print-rich environment. As for my writing, I remember watching my mom sign a check book. From then on I thought cursive was a bunch of squiggles. As I grew older, I found myself being determined to learn to write cursive. I asked for help, and soon enough I was taught how to write my name in cursive. I contribute this to seeing my mom write cursive, and I thought it must have been important. Calkins' associates proficiency with environment, and I believe this is the key to reading and writing success.
DeleteI really enjoyed reading your paper about Taberski. I liked the 5 pillars of comprehension. I use many of those strategies in my own teaching, so I am glad to see that they are backed by a reading theorist. Teaching phonics is an important basis for reading. I also believe there is a big benefit to connecting reading to writing. I have noticed that many of my students are struggling in their writing skills, and I think this relates to previous students not having a great education in this area. I would always try to connect what my 5th graders were learning in their reading class in my english language arts class. It would improve their comprehension of the story being read.
ReplyDeleteJaclyn,
ReplyDeleteI really enjoyed reading about Sharon Taberski’s five pillars in order to develop comprehension in reading and writing. I just finished my undergrad and reading these theorist papers have given me great insight into different literacy programs that can take place in the classroom. The first pillar that you discussed in the Taberski’s beliefs is something the theorist that I wrote about strongly believed. His name is Richard Allington and he believed in accurate fluent reading. He stressed the importance of the teacher reading to a class daily in order to model fluent reading. I feel as though this is such a simple and fun task to do in the classroom. Every time I read to my students throughout my student teaching, I noticed a silence that came across the classroom and eager listening ears. I have really been able to observe how much students love being read to.
I also really liked how Taberski stressed the importance of students having background knowledge. Providing students with background knowledge before reading a book or a text is key in order to spark their interest as well as to provide them with appropriate information before they begin. I know as an adult I love having background knowledge of a book before reading it so that I have some sort of insight as to what it is going to be about. This will also help with comprehension skills that Taberski discussed. I feel as though reading and writing workshops in the classroom are essential for students to become fluent in reading and writing. Thank you for sharing such great insight about developing comprehension in reading and writing!