Reading in the English Classroom: Part II

(Ever since my last article over teaching Reading in the English classroom, I made it my mission to find a single web site that had the most useful and informative articles and links over Reading instruction. Thus far, the ERIC Clearinghouse on Reading, English, and Communication ( http://www.indiana.edu/~eric_rec) appears to win hands down. I have the link listed in my best-of-web links as well.)

This week's article will provide several ways to adapt reading instruction to better suit the needs of students as well as provide some helpful links to articles I found interesting and informative.

Recently, I unearthed a National longitudinal studies report that showed more than one in six children will encounter a problem with learning to read during the crucial first three years of school. The 1994 National Assessment of Education Progress (a federal program that collects data on student progress) indicated that 42% of fourth graders, 31% of eighth graders, and 30% of twelfth graders were below a basic reading level. Basically, students are unable to understand the types of reading we expect them to comprehend. So, how can we as teachers or parents alleviate some of these reading problems that have hindered student progress? Basically, with patience and creativity.

One way to teach multi-level children in a single classroom is to present information through several mediums such as: 1. Lecture 2. Class Discussion 3. Visual Aids (photos maps, slides, and filmstrips) 4. Audiovisual aids (movies, videotapes, television, interactive videodisc) 5. Peer tutors and volunteers 6. Resource people who can be interviewed 7. Audiotapes of reading material.

Another way is to incorporate the SQ3R method in teaching. Have students practice it on a daily basis.

1. Survey: Read the title, the introductory paragraph, the headings and subheadings, look at pictures and graphics reading the explanation beneath each, read the summary and questions. Ask yourself what the major points are to be developed. Have an overall picture in your mind. You'll be surprised how well this works. 2. Question: Turn each subheading into a question. Avoid closed questions that can be answered by a mere yes or no. (Students are famous for these). Ask the who, what, where, when, why, and how questions. 3. Read: Read to find the answer to your first question. This is active reading. Be aware that your question may not cover all the important material so you may have to add a question or revise your original one. 4. Recite: Cover up what you have just read under the first subheading and try to answer your question from memory. Check back on those items that you don't remember. Repeat steps with each successive section.

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