It’s clear after reading Chapter 3 in
the Clay book that a lot of research still needs to be done on the writing process
in the earliest stages of literacy learning. It’s surprising to me how much
more research needs to be done in this area. Why would there be such an
expansive difference between research on early reading processes and early
writing processes? Although we spoke about it in class, it is still surprising
to me that seemingly so little emphasis is placed on learning reading and
writing together when there is evidence and research out there to back up the
fact that these two learning processes happen concurrently. In class we
discussed how since oral language takes years to develop, we cannot expect
literacy happen overnight. Therefore it stuck out to me in the reading when
Clay mentioned that reading and writing are more challenging than oral
language. It not only requires oral language knowledge but also all of the
things we talked about in class- visual information, linguistic information,
background knowledge, word solving, knowledge of graphemes, etc. I noticed that
Clay brought up the self-extending system numerous times throughout the text,
or at least I think she did- she did not actually use that terminology. However
she talked about being flexible and children expanding on what they have
learned.
When Clay mentioned that teachers really need
to harness students previous knowledge and use that to their advantage to help
that child in their individual literacy journey, my first thought was “that
sounds wonderful but how feasible is that?”
I was thinking to myself that this sounded like an IEP (Individualized
Education Plan). Especially with current education issues such as class size
and budget, I can definitely see that being a really big challenge for
teacher-although since I’m not a classroom teacher perhaps this is already
being done more than I know. Clay of course acknowledges the fact that having a
complex theory of literacy learning in the classroom is probably not feasible but
seemed to maintain that it is the best way. That is a little frustrating to me
(and I would think most teachers) - to be told the best way of doing something
and then told… but you probably can’t utilize this theory in your classroom. With that being said, I realize that this text
is not directed at classroom instruction. In my opinion she did a good job of
anticipating the readers questions and answering them, at least she certainly
answered many of mine! I appreciated the fact that she mentioned that teachers
are often mandated to follow strict curriculum and have their students take
standardized testing that can be harmful to the learning of their students.
I was glad to be able to learn
more about the Reading Recovery program (or a second chance to learn) and its
origins in Chapter 8. I absolutely LOVED when she said on page 292, “…we should try to take
a larger proportion of the learning disability population away by providing
opportunities for a second chance to learn.” I thought the parable that
followed about the mythical town and the dangerous drinking water was a good
representation of the problems she presented. I couldn’t agree more with her that there are
quite a few students that are labeled as having a learning or reading disability who simply did not have proper instruction or curriculum. The reading specialist at
my school and I have spoken many times about how it is more than a little frustrating
when a student is removed from her instruction and placed in special education
for a learning disability with reading as the major problem. Once the child is
placed in special education, they are no longer eligible to see the reading specialist.
I do not know if this is a state guideline or district guideline. The
explanations of why and where the Reading Recovery program worked as well as
the cautions one should consider when considering the program were informative and helpful as well.
Melinda, it's so interesting that you brought up the conversation you had with the reading specialist at your school. I had this same conversation when I worked in another district a few years ago. I had a resource room K-5th grade (32 on my caseload-no TA help) and the overwhelming majority of my students qualified under LD-Reading. I approached administration and the reading specialist about my concerns--I had only one class in my undergraduate work years ago that focused on reading. The answer was that because we were a Title 1 school, there had to be a seperation of funds--SPED funds were different than Title 1 funds. So, a student couldn't be getting services from both places. Which is so frustrating! The expert should help whoever needs help--that is my opinion. The reading specialist really helped me out with ideas-- and that is one of the main reasons why I received my Masters in Reading.
ReplyDeleteI work at a Title 1 school, so that must be why! I didn't know about the separation of funds. That is interesting you had a similar experience!
DeleteI can also relate to the parable and reminds of when I worked in a DOD school. When I worked in a Department of Defense school, we had a RR teacher/program. For one year. It was determined too expensive to train a teacher and didn't serve enough students as RR teachers only teach one student during a session.
ReplyDeleteHow ironic! I have a student that just qualified for an IEP for having a learning disability and will be working with the resource teacher next week. I haven't gotten a chance to speak with our reading specialist about her pullouts, but I sure hope she still gets that extra support with the resource teacher and reading specialist! We aren't a title I school, so I'm crossing my fingers that her time with our reading specialist will continue and she'll get that extra support.
ReplyDeleteAs I was reading chapter 3, I definitely found Clay referring to the self-extending system as well. I too noticed that she never directly stated the term, however, her continuous discussion of the child being flexible and recreating their ideas and knowledge of literacy through their learning experience definitely supported that idea.
As a classroom teacher, there are some ways to acquire prior student knowledge to help with creating differentiated lessons. Some word analysis assessments, like in the DRA, will give results on what area of literacy a student struggles with, like onset and rime, or blends, or rhyming and so forth. Using these assessments can help a teacher know where to start and what direction to go towards when doing interventions or small group lessons.
Are there other resources that you all are familiar with that I can try out in my classroom? I feel like I haven't been exposed to many assessments to use, as I would like to be, so please share if you have any!!
Theresa,
DeleteIn reference to your comment about looking for resources/assessments--what are you trying to find out about your students?
When I taught in Edmond, we used Dibels instead of the DRA's to assess reading skills. Reading fluency and accuracy was checked in about the same way as the DRA's. The biggest difference that I noticed was with comprehension part. Dibel's has the students (even 5th graders with an above grade reading comprehension level) orally retell the story. Whereas, once you reach a certain level with DRA's the written aspect is added in for children to express their comprehension of the text through writing. As much as Clay, stresses the importance of reading and writing not being taught in isolation, it makes me feel as if Dibels should also have a way to tie in writing to its assessments. I do however get that sometimes students can orally retell a story much better than they can express it in writing. However, from what we've read and learned in class I think a good reading assessment would combine all of the important aspects of literacy. Maybe there are even better ones out there? I am only familiar with those two.
DeleteThanks, Jamie! I've heard of Dibels before, but wasn't aware of the content of it, so I appreciate you sharing your experiences with me about the assessment.
DeleteKaren, I was just wondering if there were other formal assessments out there that can help me gauge what prior knowledge my students have pertaining to literacy.
NPS just got funds for a literacy game on the computer that helps with addressing what areas a student is needing extra instruction on in literacy, which is SmartyAnts, but just wondering if there is more out there that I could try out!
I hope your student will be able to continue to see the reading specialist as well! It is a shame that apparently students do not have opportunity if they attend a Title I school- a population that probably has an even greater need than non Title I schools. I'm not trying to take away from all of the good that resource teachers do, because I know their job vital, but I wish they had more specialized training in literacy since they are required to help students who have these issues.
DeleteEven in my special education classroom I have to differentiate my lessons. It does get exhausting! I have such a wide range of ages/grades/levels it can get overwhelming! When I was in another district and had such a large caseload--I had reading groups. It takes a great did of planning/assessing/prepping but once we got started--it ran like a well oiled machine ( with bumps along the way).
ReplyDeleteIn Chapter 3 Clay discussed oral language as a "resource and beneficiary" page 93 and she goes on to discuss how oral language processing and literacy knowledge are linked from the start--and to remember this link is important to developing literacy. How do you address oral language in your classroom with literacy?
Getting to know you exercises are often oral language to allow students to use constructive oral language. During past classroom lessons, students were asked to assume roles of characters in stories. Sometimes students would share relevant personal experiences. Authentic language experiences definitely enhance learning. We exchange cultural experiences enhance oral langue experiences. During the holidays most cultures experience family events. We have more in common than students are initially aware. We learn to problem-solve, resolve disputes, and communicate feeling orally also.
DeleteI give my students a lot of opportunities to engage in oral language in my classroom! They are 7-8 year olds, so they love to talk! Whenever I have a whole group lesson, either during read aloud, shared reading, interactive writing, etc. I have my students think-pair-share all the time! If you're not familiar with it, it's when the students get a chance to think on their own, independently, about a question or topic, pair with a buddy beside them and express their thoughts, and lastly, share with the class as a whole. This allows the students to develop their understanding, hear another's, and share their own. And when it's a writing lesson, they get to write it on a resource board for the class to see too! They love it and it keeps them so engaged!
DeleteIf any one else has other oral language activities that they enjoy doing, I'd love to hear them as well!
Clay declares reading and writing need be taught concurrently which reminds me she in chapter 1, she said, “There is not a writing sequence. “ However, in Chapter 3 she admits, more research is needed on the process of writing. When she said oral language is coded and reading and writing are also coded, I’m wondering, why can’t we educators teach decoding skills and strategies to empower students to decode the language.? She had me reminiscing about reading Chapter 1. I absolutely agree with Spalding, and Clay, page 98, they advocate the importance of “sound-letter relations, cluster and words can be practiced isolation, but the groupings of words become critical when we are reading and writing continuous text.” As a teacher, I am thinking, I agree with their position. When Clay later stated, “the solution requires visible information: phonological, syntactic, and semantic, word attack skills, phoneme by phoneme.” My light bulb flipped on high beam in my head! I am elated.
ReplyDeleteClay is insistent upon the journey of writing. She said, …”can see child’s literacy understanding through writing not let teacher expectation get in the way of what they know.” Chapter 3, Clay reiterates the need for high expectations (teacher efficacy) on p. 97. When Clay implies readers need a purpose (gist or detail) on page 94. Clay identifies the need for building on background knowledge to develop critical thinking skills in students. Despite education challenges and need for further research and cultural diversity, the best example I know is a teacher, author, motivational speaker that I met at the Will Rogers Theatre, Oklahoma City, Erin Gruwell, Freedom Writer’s Diary. She and her students, these students who school administrators and support staff, deem ‘derelicts of society’ travel across the United States to share their cultural literary experiences. She receives opposition from school authorities. Although resources are unavailable to her students, their deficits were 2-3 grade levels below their peers; she believes whole-heartedly in her profession and in the ability of her students. She taps into their prior oral knowledge skills, asks them to write about their personal experiences. Then she gives them a journal, the option to read what they write on to an audience of their peers. Tells them, “spelling does not count, no judgment.” When these students discover the purpose of reading and writing this event causes healing for their aching souls, they discover their voices, then simultaneously, the grammatical part becomes an apparent part of the process. They revise, polish and shine until they publish their work with pride and respect for each other’s struggles. They unite as a family instead of a classroom of frustrated, struggling learners. Reading, writing, listening and speaking affords these ex-rival gang members, now high school friends, authors, leaders and college-bound honor students to sell millions of copies of their book and make a major motion picture under the same title.
Cynthia, I love the writing activity example that you shared. There are so many great things happening in that activity! I love the idea of using the child's own personal experiences and making it more authentic by giving students an audience to write too. I also always tell my students not to get caught up in spelling their words right when trying to get their ideas down on paper. All too often I've seen too many students get caught up in their spelling and not even want to try to write because of that. Allowing students to just write and not worry about spelling truly lifts a wall for so many students! I think the idea of using what the children already know and their personal experiences goes right along with what Clay mentioned in Ch. 3 about how the best system we can use to control the complexities of leaning is one's own system operating with in them.
DeleteDo any of you use different texts with different students in your class? Or do you use the same books for all your students? Karen, I would assume you are using different texts as a spec Ed teacher, but I would assume the rest use the same? I ask because of how Clay mentions the importance of individuality and how each child learns differently. With that being said, it stands to reason that each child would need their own differentiated text. It's interesting to me to learn more about general education classrooms and how they work from you guys since I only really know how special education classrooms function.
DeleteThe school where I last taught used Founts and Pinnell, Guided Reading and Leveled Literacy Intervention by Heinemann which follows Clay's directive for individuality supported with differentiated text.
DeleteI teach third grade and I definitely have to differentiate books at my guided reading groups. Two of my groups read 4th grade texts and beyond, while a third group reads at a third grade level, and my fourth group is made up of two students who both have dyslexia and they are both reading at first grade levels (one at the beginning of the year first grade, and the other towards the end of a first grade year. Guided reading and literacy centers have been my saving grace. Without them I don't know how my students would show much growth. My advanced kids definitely need me to meet their needs just as much as my struggling readers. I strongly agree with Clay that there isn't one best path for literacy learning for all students. I also like to keep my groups very fluid. They don't stay the same all year because student’s needs are always changing. After teaching a whole group lesson, I always also pull whichever kids didn't quite catch the lesson whole group. Those groups are different for every activity! At our school we are lucky enough to have what we call a guided reading room. The books are labeled with the Fountas and Pinnell text levels, so we can easily grab books at the levels we need. This room has been a great resource for me to efficiently and effectively get books for my students on their level. We also let the students chose books from there to take home for their book bags.
DeleteI too loved when Clay suggested that we provide our struggling readers with second chance opportunities to learn. I really enjoyed reading Clay's perspective on the over diagnosis of children being labeled as learning disabled who don't necessarily need to be in a sped class. The more I teach, the more this topic really drives me insane. In our district, we do not even have the option to identify our students as dyslexic. Instead, they fall under the specific learning disability category. Because of this, it seems to me that these kids don't get the proper interventions that they really need to succeed. Karen, I also have heavily relied on the reading specialists at the school that I've been at. There have been times when I just don't feel as competent as I need to when trying to help my struggling readers. After feeling that way, for too long I decided to go back to school in an effort to be a reading specialist. I agree with Clay that teachers need more training in the field of reading and effective interventions. Another key topic, mentioned was early interventions. I couldn't agree more with the idea of trying to provide the necessary interventions as soon as possible so that the learning gap doesn't continue to widen each year. Again, I think more teacher training is needed to help teachers do this more effectivley. I also found it interesting when Clay said she debated on what to include in her table that referenced progressions of literacy. She said she tried to tie the progressions to time and age, but discarded both and decided to use the description of the teacher's task. Clay went on to discuss how it is the teacher who has to determine what the child knows, and is capable of doing and from there get the child from point a to b. I strongly believe that all students learn in different ways and as a teachers it's role to find out what that path may be. Overall, I just really enjoyed reading that literacy learning shouldn't be a one size fits all curriculum.
ReplyDeleteJamie,
DeleteFrom my understanding, in Oklahoma, dyslexia is not a separate category from learning disability. In the state of Texas, a student can be identified as dyslexic and receives seperate instruction in a dyslexia program than those in sped.
Also, I agree with early intervention. However, I think there is a stigma and red tape to this idea of early intervention--such as--when should a student be identified as needing intervention? What assessment tool to use to determine this? Who would provide the intervention? How much intervention to provide would be effective?
I feel that we are already setting up most kids for failure with the demands of student outcomes at the end of Pre-K and Kindergarten. For some students, if they are "behind" at the end of these grades, it is so hard to "catch up".
I have been involved with RTI committees at a previous district and I ( my personal opinion) was not a fan of the process/intervention/measuring of progress. Maybe at other districts it works well.
Jaimie, you mentioned a multiplicity of valid points. While serving as a special education teacher, I can attest to situations that concurred in the text from Clay's perspective related to the ‘over diagnosis of children being labeled as learning disabled who don't necessarily need to be in a special education classes.’ Children have been placed but not diagnosed until age nine. They were labeled developmentally delayed. Sometimes test scores have increased general education teacher’s anxiety levels to have students placed so their scores did not affect teacher performance pay.
DeleteStudents have been misplaced due to lack of support in reading and math. Teachers who have positively impacted children’s self-esteem, confidence, skills, provided strategies as Clay indicated in Chapter 3; have caused students flourish! The struggle was great but the reward when they had their uh-ha moment was greater.
Ironically, I have not worked in a school that hired a reading specialist. The schools heavily relied upon the special education teachers for interventions, support, co-teaching, and resources among other duties and school support roles. These experiences demanded a team to support the needs of students. I agree, the demands put on teachers require more teacher training; additionally, personal growth and development will alleviate the overwhelming demands exceptional needs students bring to the general education classroom. Each child came to school with different knowledge levels and past learning experiences. There was no way to predict progression before age 12 if the students did not begin the school at the same time and remain consistency. Clay’s argument would be void today, due to high mobility, family dynamics, and vicissitudes students experience make it nearly impossible to determine an age rate of progression for literacy. I was glad when she realized she must discard both and decided to use the description of the teacher's task. Clay mentioned how it was the teacher’s responsibility to determine what the child knew, and was capable of managing progression. Additionally, interest inventories for students and families offered helpful insight also. Questionnaires and surveys were extremely beneficial to discover how to prepare for individualized instruction for students. Students indeed have different learning styles. When teachers differentiated learning, accommodated students’ needs both teachers, students and families benefited. I wonder if future teachers will generate diagnostics for individual child-centered learning opportunities based on interests and future vocations. That would be interesting to see.
Isn't it so frustrating to see all of these children labeled as "learning disabled," when you know all they need is just more consistent, one-on-one support? I felt the same exact way when I read that passage by Clay. All of these children are being put into special education classrooms and families are thinking that something is wrong with their child, when they just need extra support. I appreciate the help that the resource teachers are providing them, because that is what the children need, but the fact that they have to be considered "learning disabled" to qualify is just not a very positive way to view these struggling learners.
DeleteKCoucke, early childhood theorists including Clay have been firm in their belief in regard to the foundation for early literacy which begins at home, yet she maintains, ‘parents/teachers know almost nothing about the value of preschool writing.’ Chapter 1, she also shared, “before school reading and writing are separate.“ The assumption is students who come to school five years behind in oral language development struggle to demonstrate the PK-K curricula expectations. Thus begins the race to ‘catch up.’ What can teachers do to help support families with limited literacy knowledge before children enter the public school setting?
ReplyDeleteAs chapter eight integrates the psychological processing theories, the concepts appear to refer back to major themes in aforementioned chapters throughout Changes In Children’s Literacy Development. From an artists perspective, the assumptions look like pieces of a patch-work quilt with jagged edges, holes, tears, that do not match and may not fit. Yet the talented, artistic quilter knows the value of the fabric so she creatively manipulates the fabric to fit, as she weaves, snips, ties yarn, then makes necessary connections as she sews with various available colors of threads, ultimately creates an astounding masterpiece.
ReplyDeleteMy prediction from a teacher’s perspective is Clay and other developmental theorists will ultimately create an educational paradigm shift in the minds of educators and students toward a fascinating discovery by the end of this study to convince students and teachers that we possess the tools to create a parallel masterpiece with minds of those we teach one child at time. Which creates the question is teaching literacy a matter of perspective? If so does it depend upon which hat we wear (job duty/title) or which role we play (administrator, teacher, school psychologist, parent, law maker, student, speech pathologist, nurse, board member, news reporter, business owners, or other stakeholder)?
Thank you Jaime.
ReplyDeleteDid you all catch that parable in ch 8 about why we don't have early intervention programs (p.292)? Gosh, did that make my blood boil, because it was so accurate! In summary, it was an analogy of why we don't have early intervention programs. Due to the majority, say 70%, of students who are meeting requirements, there's no need for intervention programs for for the rest of the 30% that are struggling, because it's too expensive to fund.
ReplyDeleteThis text book was written in the early 2000's, so it's upsetting to see that there has been so little change to help and fund early child development. I do know that there are programs, like Head Start, and such that help with the early stages of life, but it would be great to have more programs for children to have the opportunity of free one-on-one support in literacy, especially if we want our students to be literate. Or even just having more than one reading specialist at a school, so the teachers can visit with more students that need the extra support.
It's interesting that you mention the books age because I thought about that many times throughout the readings so far. The way Clay writes about issues in early childhood development, types of classroom struggles, standardized testing, and many more topics- you can't necessarily tell that this book written 17 years ago. Last semester in both of my research classes, they stressed that for research the sources shouldn't be more than 10 years old in order to stay as current as possible. I wondered how this applies to textbook use in this situation?
DeleteTheresa,
DeleteIn response to your statement about having more programs for developing early literacy, Clay states that RR is successful interntationally because of 5 areas: guidelines for program delivery, training of teachers, lesson components, complex theory of literacy learning ( as compared to the simple view we discussed in class, and theories about children's development. (page 299)
I agree that early literacy is extremely important. Maybe not having more programs necessarily, but provide more teacher training in the area of literacy? From what I understand that Clay says, ( page 298) RR was designed to be adopted by education systems- its to be added/incorporated into what is working in the school.
THanks everyone for your in-depth discussion. Let me address a couple of things. Melinda, yes, research does need to be within the last 10 years to stay current. Theoretical books, however, are not quite the same. Marie Clay's developmental theory of learning literacy is the basis for much of the research on early literacy out there that is new, and there really haven't been many studies that added to the theory, just supported it. Much of what you will read in the rest of the articles and texts is based on her theories of change over time, self-extending systems, and inner control. thanks for bringing that up. Second, try not to get off on tangents that take you too far away from the ideas in the texts. I'm really glad you are making connections to practice but continue to come back to the text for support. Again, thanks for your discussion! Your blog title says it all!
ReplyDeleteOn page 305, Clay states, "teaching practices the flow from the two-stage theory of literacy learning create learning barriers for confused young learners". The two stage theory she is referring to is the learning how to read (reading acquisition) and learning how to gain information ( ability to learn from texts). She further explains that a program in which builds effective processing in both reading and writing and at a fast pace has been successful. Her change over time view of literacy learning is at odds with the two-stage theory.
ReplyDelete