Final Reading Theory

Jaclyn Campbell

Personal Model of the Theory of Reading

July 1, 2012

After rereading my initial personal model of reading, I have to say I still have strong beliefs for what I originally stated about reading. I discussed my experiences in a Kindergarten classroom and how I learned that building a foundation for letter-sound relationships and sight words can begin to build fluent readers. From there, I moved to a third grade classroom where students are beginning to “read to learn”, rather than lower grade students who are “learning to read”. There is a big difference between the two, and I am grateful to see the different levels of readers.

            In my initial personal reading model, I stated the importance of emergent readers to learn letter-sound relationships and sight words to begin to read repetitive text with strong picture support. It is important to allow students to rely on picture clues and context clues to determine meanings for words. Something I have learned throughout this course is the importance of context clues. I have always known it is important, but my understanding of context clues is much deeper now that I have read so much on the topic.

            Another topic discussed in my initial personal reading model is differentiating for developing to fluent readers. There was a wide range of abilities when I taught in third grade. I had students who were reading on a first grade level through a high fourth grade level. For obvious reasons, differentiation was imperative in my classroom. In my initial personal reading model I discuss how I challenge each of my students in different ways to cater to individual needs and allow each child to succeed. I still strongly believe in this, as catering to needs will allow for individual success.

            I believe overall my beliefs have stayed the same, only my knowledge has grown and expanded throughout this reading course. I feel I have “dug deeper” into topics I knew basic knowledge about. My understandings of topics from context clues, miscues, to comprehensive literacy programs has grown to allow me to be the best reading teacher to my students.

            Reading is a process, and I believe it is very important for students to have the basics and foundation of letters, letter sounds, and sight words to continue to be a fluent reader. Guided reading throughout students school career is very important as well, as it allows for more individual attention, and for students to build to become fluent readers in leveled text. Building fluency allows students to understand what they are reading, and will most likely have the positive effect of allowing students enjoy reading.