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Susan O'Day

EBSCOhost: going beyond the debate: using technology and instructionfor a balanced rea... - 1 views

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Technology literature Internet Web 2.0

shared by Susan O'Day on 10 Oct 10 - No Cached
  • Reading management programs such as Accelerated Reader (AR) and Reading Counts! offer students the opportunity to select books at their own reading levels, to read independently and to verify their work by taking a computerized test upon completion of the book
  • these uses of reading management programs will increase the teacher-librarian's opportunities for collaboration.
  • There were several advantages to this class novel approach: • Teachers and school districts selected "quality" materials that were "appropriate and educational" for students. Every book selected for students had been approved, usually by at least three professionals, and was on an "approved list." Such lists provide safety nets for teachers and school districts. • Reading a book together as a class allowed students to participate in a teacher-led discussion of specific elements of the piece of literature. Teachers could point out important themes or other literary elements of literature. • Teacher-led discussions also allowed students to experience and/or process difficult issues as a group with an adult leader. • Spelling and vocabulary lists and history lessons could be related to the class novel, providing an integrated learning experience. There are also several disadvantages to this approach: • Many students were "turned off" reading by having no choice about what they were assigned to read. • The reading level of the assigned piece was too easy for good readers and too difficult for struggling readers, further alienating some students. • The assigned reading pace was too fast for some, and too slow for others. • Typically, a few students who liked and understood the book would carry class discussions while other students slumped down in their chairs, avoiding participation. • There was no accountability for outside student reading. Parents could sign off indicating students had read 30 minutes per night but no one knew for sure.
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  • Schools that purchase such programs buy software that includes computer-based tests for books. Books are assigned point values based on length and level of difficulty and students earn points by reading books and taking the tests.
  • Simply put, some students did not know they like to read until they were required to do so. Once required, they discovered favorite authors and genres.
  • Some studies have found that similar students who participated in reading management programs showed significant improvement in reading comprehension and attitudes toward reading, and even showed better attendance (Topping & Paul, 1999; Vollands, Topping & Evans, 1999; Paul, VanderZee, Rue & Swanson, 1996)
  • Another study determined a sample of Grade 7 students showed no significant gains with Accelerated Reader compared with those who do not use it (Pavonetti, Brimmer & Cipielweski, 2002).
  • He concludes: "'Basically what the company [Renaissance Learning] offers is a good tool. If teachers use the tool as feedback on the progress of kids, that is very useful. It is not a stand-alone reading program'" (cited in Chenowith, 2001, p. 50).
  • Instead of spending class time trying to force a discussion over assigned chapters and quizzing students over plot details, teachers can spend time teaching and practicing real reading skills such as those outlined by Stephanie Harvey and Anne Goudvis in Strategies that work: Teaching comprehension to enhance understanding (2000)
  • The pairing of reading skills instruction with reading management programs that require students to spend time reading and practicing these skills is at the heart of a balanced literacy program. Thus reading management technology may be used as a tool for teachers to keep up with the ever increasing demand for teachers to "individualize and differentiate" instruction for each student.
  • Thus incorporating a reading management program and requiting students to use reading skills allow the content teacher to meet the school-wide goal of encouraging literacy skills while maintaining the primary focus on content and achieving curricular objectives.
  • Reading practice time should be a part of a balanced literacy program where reading skills such as those espoused by Harvey and Goudvis (2000) are taught separately from reading practice time; • students need significant amounts of practice reading time at school; • students must be engaged during this time, and accountable for it; • student goals must be differentiated, so that all feel successful; • teachers must vigilantly monitor, diagnose, intervene and support their students; • students must be allowed to use alternative assessments at times; and • students must be allowed to read outside their reading range at times.
  • reading management programs are mere tools, to be used well or poorly. But if they can be used well, to create enthusiastic readers, to help students know themselves, including their abilities and preferences as readers, and to provide teachers with a way of holding students accountable for practicing reading skills in a differentiated manner, should they not be embraced, or at the very least recognized as valuable tools in some cases?
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