Personal Model of the Theory of Reading

Taylor Gonzalez

EDRD 7715

Personal Model of Reading Theory

            After reviewing my initial response to my reading theory, I feel as though I have kept some of my same beliefs as well as furthered my insight of applying reading skills and strategies to a classroom. I was amazed at how many comprehensive strategies were modeled for me during my student teaching experience this past year in my 3^rd grade classroom. Whole group instruction, literature groups, independent reading, guided reading, etc. were different strategies that were effective in my 3^rd grade class. After reading Weaver’s text, I fully understand why each of these reading approaches work so well in a classroom environment.

When deciding on which comprehensive literacy program to apply to my classroom, I have found that this cannot be completed until after I get to know my students and their individual needs. Although I might want to create a whole group instruction, this may not be the best choice in order to cater each of my students needs.  Throughout this reading endorsement, I furthered my knowledge on the significance of reading aloud to students. When presented with struggling readers or ELLs in a classroom, I learned that it is important to model fluency as well as expression. When a teacher reads a text aloud to students, he or she is able to discuss different reading strategies. When modeling a read- aloud, discussing different reading strategies is important in order for the students to make predictions about the text, recall key details, and stop and think about the text.

After completing this course, I have found the significance of creating literature groups throughout the class in order for the teacher to focus in on specific needs and struggles that students are experiencing. Throughout this reading endorsement, I acquired new information on the value of students verbally communicating with one another about a text, reading the text together, and asking questions about the text. Incorporating “think-alouds” into the classroom allows students to increases their language and listening skills. This provides students with repetition of the text and therefore furthers their comprehension skills.

             When first writing my theory of reading, I stressed the importance that reading every word in a text fluently does not mean that a child is a fluent reader. Reading requires comprehension skills as well as being able to recall details from the story. I also learned that a student does not read every single letter in a text. Weaver (2002) stated that readers do not recognize all of the letters that are presented in a word, even if the word is in isolation. During reading, we do not identify each letter in a word, which explains why I did not find all of the errors in the passage, “The Boat in the Basement.” The most important form of the word is the beginning as well as the end of the word. Completing this activity put into perspective how readers read for meaning rather than hunting for errors.

Before taking this course, I addressed creating a positive classroom reading environment. This environment should be applied when students are reading independently, reading with the whole group, participating in literature groups, etc.  One key component to creating this positive environment is providing students with choices. During my initial reading theory, I expressed the value of allowing students to have options when reading and writing. I found through reading Weaver’s text that this is a very beneficial strategy that will help motivate the students.  When students have interest in a particular topic, they are able to use their own experience as well as schemas to help identify words or convey meaning from the author’s text. Depending on someone’s culture and background, he/ she can infer a text different to an individual who comes from a different background. I found that this would be a great opportunity for students to discuss the different meanings that they gathered from the text.

Throughout this reading endorsement thus far, I have gained many insightful reading strategies and approaches to apply to my own classroom. As a first year teacher, I have found Weaver’s text important when deciding different reading strategies that will best fit the needs of my students. Although I have been placed in several different classrooms throughout my student teaching in undergrad, it is great to read about additional approaches and theories to reading that I was unfamiliar with. I look forward to using this knowledge that I have gained and applying it to my own classroom.