Module 2

Cracking the Code

My passion in education has always focused on teaching reading. That is why I am drawn to the younger elementary grades where phonemic building blocks play an important role in a child’s academic success. Chapter five gives some great information and research about literacy and what it means for me as a teacher.

Two activities that are known to build a strong foundation for young readers are “ (1) conversation with adults that develop knowledge about language and (2) joint reading using books to talk about sounds words, pictures, and concepts” (Woolfolk, p. 177).  There are many skills involved in reading comprehension, not only must a student be able to sound out the words while remembering the last words they read (inside-out processing), but also an understanding of the vocabulary and narrative of the story (outside-in processing) (Woolfolk, p. 176 table 5.2). Cracking the code of reading comprehension can be a very difficult and multilayered task. Many skills need to read are learned at home, through language development, before a child even arrives at preschool. Analyzing the oral language of a preschooler can be indicative of their future reading abilities (Woolfolk, p. 176).

Many students have built-in advantages such as constant access to books, trips to museums and libraries, and adults that read aloud to them. That is not the case however for many students of a low SES. In addition, these students may face other challenges such as learning disabilities, homelessness, and language barriers. Reading intervention can be effective, but there is no quick fix. “About 70% to 80% of student who had reading disabilities in the early grades we still behind over a decade later” (Woolfolk, p. 177). Students with learning disabilities need support initially and throughout their education.

As teachers, we must address not only phonemic skills but also build the many other skills required for reading. We can help build supporting language by pointing out things in a book and asking the students questions to connect them to the story. Getting students to tell stories and retell stories told in the class can strengthen literacy. Students can build vocabulary through everyday conversations and activities. For many students reading will never come easy and they will always need a little extra help.  The extra effort to help a student learn to read well can make a positive impact on the rest of their life.