Reading
Reading in school was something I always struggled with, but not for reasons you might think. I didn't have any processing or cognitive difficulty and was actually quite a good reader. My issues were something I feel were not too focused on (in terms of addressing) when I was in earlier grades. Firstly, I came from a family of very avid readers which always made me feel weird...I loved (and still do) the idea of sitting down and reading book, more than I actually like doing it. I could never sit still or focus for too long on what I was actually reading and would find myself thinking about something else, leading to re reading the same paragraph time and time again trying to remember what I just looked at. I think this was a combination of attention issues on my part as well as a lack of finding material that drew me in and kept me interested. I say the latter because there were a few books growing up that gripped me and I couldn't put down, but not often. That is why, in today's digital focused world, there are so many tools to help combat people with these same challenges. With some research, I have found that people are more willing now, opposed to just five years ago, to read for purposes beyond pleasure. I do not have strict evidence to back up my hypothesis, but none the less I believe it has something if not almost everything to do with a purposeful intent to design reading in a more engaging way for the reader, as well the introduction of a variety of tools to help make reading easier.
With my main issue seeming to be getting lost in big text, it only makes sense that I would pursue my undergraduate degree in science...right? (sarcastic tone). I was 'burdened' (maybe not) with having to read mass amounts of 20-30 page articles on often interesting, but just as often, boring and rather dry content. For me, this 4 year process coupled with the pressure of needing to complete my degree, forced me to get better at reading with intent and critically picking out key points and important information. However, for some students with ADD, dyslexia or any other form of LD, this may not be a suitable option. Recently I have discovered Tools for noobs - online summarizing tool and it is truly a life saver. When scrolling to their about page, they state "This website is meant to be a collection of useful scripts and widgets that anyone can use (and eventually also add on their website)" (about page). Basically this website is able to take larger convoluted text pieces and break it down into smaller, more palatable and important components. This is amazing as it relates directly to (pg. 10) the Ontario curriculum for grades 1-8 in language, where it states "Comprehension strategies include predicting, visualizing, questioning, drawing inferences, identifying main ideas, summarizing, and monitoring and revising comprehension". Obviously this tool should be used as a stepping stone for students hoping to gain these comprehension skills and get a feel for summarizing and consolidating information from text (anywhere from grades 4-8 and beyond to university). But it can also be used as an IEP modification or accommodation for those in need of that academic route.
Although the consolidation portion of reading was a part in my own struggle, it was not the soul culprit for my inability to read most books. One thing I could never understand were the Harry potter books, as I could never sit down and read them to myself, even though I loved the movies and the content. One thing with those books however is that I loved sitting there as my mom would read them to my brother and I. We would just sit there, listen to her read and I would get lost in the words and my imagination. I even enjoyed it more than watching the movies, because I had some of my own creative liberties (how characters sounded and looked). On the first or second day of my technology course at Brock I came across Story Online, where you can pick from a vast library of books read from a multitude of house hold names. They state "Storyline Online, streams videos featuring celebrated actors reading children’s books alongside creatively produced illustrations" (about us page). I love this website as it brings me back to my own childhood and has clear benefits I can relate to. It also ties into the language arts curriculum where it states the first overall expectation "Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning" (pg.11). Although a great resource, this website's content is more aimed towards younger grades (Kindergarten to grade 4) as it is mainly picture books. That being said, if looking more analytically or doing a poetry/deeper thinking assignment, there are definitely ways to incorporate this into a higher level classroom (grades 5-8).
Comprehension as mentioned, is the most important part of reading. Whether it be via the previously mentioned consolidation of text through a program, or becoming more engaged through listening to celebrities read. However, there comes a point where the book you want to read will be a physical copy that cannot be inputted into the computer or cannot be read through a video and you will have to dissect the text for yourself. Taking things step by step is essential and breaking down information while writing notes in an organized fashion is a must for increased comprehension. Mind meister is a great tool that helps make beautiful graphic organizers to record and connect main ideas and themes from any form of text. This is a great tool as it forces students to rely more on their own skills and is a space to write their own thoughts. This tool ties directly into the curriculum where it mentions how "After reading, students may analyse, synthesize, make connections, evaluate, and use other critical and creative thinking skills to achieve a deeper understanding of the material they have read" (pg. 10). With these strategies, it is a bit more advanced in terms of organization and consolidation, therefore I would suggest this be used for grades 4-8. That being said, if the students are able to use technology, as early the grade 1 the specific expectations state that kids should "sort ideas and information for their writing in a variety of ways, with support and direction (e.g., by using pictures, labels, key words, hand-drawn or computer graphics, or simple graphic organizers such as a web, a list, or a five-W’s framework: who, what, when, where, why".
At the end of the day, reading is a life long skill that should focus on two things; gathering relevant information and creating a fluent speaking pattern when looking at a combination of letters. I fully believe that the former is a more critical component and the latter will come with practice and time. The tools above all help to build slowly on both of these aspects and can even accommodate for some who cannot further enhance either. However it is my hope that these tools can further liberate and promote the process of reading and comprehension for my future students.
 |
| Click photo for website with rights to this photo and data |
With my main issue seeming to be getting lost in big text, it only makes sense that I would pursue my undergraduate degree in science...right? (sarcastic tone). I was 'burdened' (maybe not) with having to read mass amounts of 20-30 page articles on often interesting, but just as often, boring and rather dry content. For me, this 4 year process coupled with the pressure of needing to complete my degree, forced me to get better at reading with intent and critically picking out key points and important information. However, for some students with ADD, dyslexia or any other form of LD, this may not be a suitable option. Recently I have discovered Tools for noobs - online summarizing tool and it is truly a life saver. When scrolling to their about page, they state "This website is meant to be a collection of useful scripts and widgets that anyone can use (and eventually also add on their website)" (about page). Basically this website is able to take larger convoluted text pieces and break it down into smaller, more palatable and important components. This is amazing as it relates directly to (pg. 10) the Ontario curriculum for grades 1-8 in language, where it states "Comprehension strategies include predicting, visualizing, questioning, drawing inferences, identifying main ideas, summarizing, and monitoring and revising comprehension". Obviously this tool should be used as a stepping stone for students hoping to gain these comprehension skills and get a feel for summarizing and consolidating information from text (anywhere from grades 4-8 and beyond to university). But it can also be used as an IEP modification or accommodation for those in need of that academic route.
Although the consolidation portion of reading was a part in my own struggle, it was not the soul culprit for my inability to read most books. One thing I could never understand were the Harry potter books, as I could never sit down and read them to myself, even though I loved the movies and the content. One thing with those books however is that I loved sitting there as my mom would read them to my brother and I. We would just sit there, listen to her read and I would get lost in the words and my imagination. I even enjoyed it more than watching the movies, because I had some of my own creative liberties (how characters sounded and looked). On the first or second day of my technology course at Brock I came across Story Online, where you can pick from a vast library of books read from a multitude of house hold names. They state "Storyline Online, streams videos featuring celebrated actors reading children’s books alongside creatively produced illustrations" (about us page). I love this website as it brings me back to my own childhood and has clear benefits I can relate to. It also ties into the language arts curriculum where it states the first overall expectation "Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning" (pg.11). Although a great resource, this website's content is more aimed towards younger grades (Kindergarten to grade 4) as it is mainly picture books. That being said, if looking more analytically or doing a poetry/deeper thinking assignment, there are definitely ways to incorporate this into a higher level classroom (grades 5-8).
Comprehension as mentioned, is the most important part of reading. Whether it be via the previously mentioned consolidation of text through a program, or becoming more engaged through listening to celebrities read. However, there comes a point where the book you want to read will be a physical copy that cannot be inputted into the computer or cannot be read through a video and you will have to dissect the text for yourself. Taking things step by step is essential and breaking down information while writing notes in an organized fashion is a must for increased comprehension. Mind meister is a great tool that helps make beautiful graphic organizers to record and connect main ideas and themes from any form of text. This is a great tool as it forces students to rely more on their own skills and is a space to write their own thoughts. This tool ties directly into the curriculum where it mentions how "After reading, students may analyse, synthesize, make connections, evaluate, and use other critical and creative thinking skills to achieve a deeper understanding of the material they have read" (pg. 10). With these strategies, it is a bit more advanced in terms of organization and consolidation, therefore I would suggest this be used for grades 4-8. That being said, if the students are able to use technology, as early the grade 1 the specific expectations state that kids should "sort ideas and information for their writing in a variety of ways, with support and direction (e.g., by using pictures, labels, key words, hand-drawn or computer graphics, or simple graphic organizers such as a web, a list, or a five-W’s framework: who, what, when, where, why".
At the end of the day, reading is a life long skill that should focus on two things; gathering relevant information and creating a fluent speaking pattern when looking at a combination of letters. I fully believe that the former is a more critical component and the latter will come with practice and time. The tools above all help to build slowly on both of these aspects and can even accommodate for some who cannot further enhance either. However it is my hope that these tools can further liberate and promote the process of reading and comprehension for my future students.
Comments
Post a Comment