Module 6 Reading Reflection

After reading chapter fifteen, it is evident that studies have shown that predictable texts are easier to read for children than decodable texts. This often occurs because when students are reading predictable texts, they are familiar with the language. When students are able to relate to a particular text, they are able to use their background knowledge, or schema, to gather meaning from the text. This goes back to providing students with the opportunity to choose which books they would like to read as well as which writing topics they would like to complete. I agree that when students are read to, it helps them develop language that they read in texts as well. Weaver stated that students are more likely to engage in learning when they are presented with real life experiences that not only relate to the students inside of school, but outside as well. Making this connection is key to students learning in order to for learning to become a life long process. I found the statement that students benefited more when teachers focused on content rather than accuracy and letter-phoneme to be rather beneficial to apply to my classroom. Throughout my student-teaching experience we grouped the students in three different literature groups. Within these groups, we focused on comprehension skills and discussed story details. Knowing that studies have proven that incorporating these methods into literature groups is much more successful provides me with reassurance when going into my 1^st year of teaching.

After reviewing my DeFord TORP scoring guide, I was able to make a significant change after reading Weaver’s text on literacy. When reading the second question, I noted that I strongly agreed with the statement that an, “increase in reading errors is usually related to a decrease in comprehension.” Now that I have finished with this particular reading course, I strongly disagree with this statement. It is very important to observe students while they are reading and take notes of which miscues that are occurring. Even though reading errors can occur, this does not mean that the child is not gaining meaning from the text.