When planning reading programmes, one of the most important decisions we make is selecting appropriate texts for our students. The texts we choose can have a significant impact on students' engagement, comprehension, and ability to connect with and learn from the material. In this week's Manaiakalani Reading Programme Intensive (RPI) we explored various aspects of text selection and their significance for teaching reading.
What I learnt that increased my understanding about the kaupapa pedagogy of the Manaiakalani RPI :
We started by discussing the importance of acknowledging text in all its varieties, including print and digital. We recognised that digital text provides unique opportunities for collaboration, accessibility, and critical thinking. Dorothy also highlighted there are now so many available resources to support literacy skills such as ReadTheory, Epic, Vooks, and Google Reading. This term I have begun to use both ReadTheory and Epic for learners to select their own texts to read during independent reading time.
What I learnt that can improve my capability and confidence in teaching reading :
As a 'skill builder' we focused on the essential skill of summarising and the principles that guide effective instruction in this area. We noted the importance of starting with short texts and gradually increasing the length and complexity, as well as the need to teach students to differentiate between important and unimportant information. My biggest takeaway from this was how we can often forget to teach students what to omit as opposed to only teaching what to includeWe also emphasised the gradual release of responsibility and the value of modelling the summarisation process for students.
What I learnt that I will be using with my learners :
We also explored the benefits of reading aloud to learners, and the role that read- alouds can play in modelling reading strategies, extending vocabulary, and supporting future guided and independent reading. When I've worked in junior classes there was a prominent amount of reading to learners being done. I did not realise that I had completely dropped reading aloud / to learners once I began teaching in a senior class. I think that I dismissed reading aloud/to my learners as it can be more challenging to get an older student to "buy in" to sessions, and we focus more on trying to get the students to get a lot of independent reading done. This is something I have recognised as a gap in my reading programme and will be working. towards including. In today's RPI they highlighted the importance of focusing on meaning and vocabulary intentionally, and the ways in which read-alouds can help students see how the reading process works.
What I learnt that can be shared with my wider community of colleagues :
A highlight from my learning today was when the facilitators introduced the concept of mirrors, windows, and sliding glass doors - which I'd not heard before. They highlighted the importance of diverse texts that offer learners opportunities for reflection and connection as well as exposure to new perspectives and experiences. We recognised that the selection of texts is crucial, and that we must be mindful of the impact these texts have on our learners.
The selection of appropriate texts is vital for effective reading instruction and the acceleration of student's progress in reading. By acknowledging the variety of texts available and selecting those that reflect the diversity of our learners and their experiences, we can engage our students in meaningful learning and support their growth and acceleration as readers and critical thinkers.
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