The major folklore of
reading instruction relates to the “theory” that reading is considered an exact
process. In other words, the reader is expected to read everything exactly as
printed on the page in order to understand the message of the author. In general
the consuming public, legislatures, courts, and too many educators hold to this
theory. It is like the theory of the world being flat during the time of
Columbus.
--Robert Harper and Gary Kilarr
In
the quote above, Robert Harper and Gary Kilarr respond to society’s reading
perception. They disagree that reading is a process in which all words are read
correctly in order to comprehend the text. I without a doubt agree with Harper
and Kilarr. Reading is more than reading words correctly. Reading is using context,
syntax, semantics, schemas, and graphic cues in order to gain meaning from the
text.
According
to the reading, being able to say every word in a passage is not required in
order for comprehension to be achieved. Proficient readers, “focus primarily
upon the construction of meaning from text, not upon identification of all the
words” (Weaver, 2002, p. 80). When looking at the running record samples in the
book, often times, students’ miscues do not affect the meaning of the text. These
miscues are made, because students are predicting what word comes next, or they
use prior knowledge in order to read the word. For example, in one of the
running records, Billy substituted the words “of the clock” for “o’clock” (Weaver,
2002. p. 65). He kept the meaning as both phrases relate to the time of the clock,
but he used words that better fit in his schema. In this example, precise word identification
had no effect on the meaning.
Students
sometimes make miscues in the reading due to their dialects, but these miscues
do not affect how the reader is able to understand what he or she is reading. Many
times, a reader will translate a passage into their own language structure. For
example, the author discusses when reading a passage with rural mountain
speech, she read the sentence containing the phrase “I ever” to “ever I”
(Weaver, 2002, p. 75). This preserved the meaning and kept the deep structure
of the text, which is truly what is important.
In
the end, society’s idea that reading is simply word comprehension is completely
false. Reading is using context, schema, syntax, semantics, and graphic cues.
These strategies are all needed in conjunction with each other, in order to
fully comprehend a text.
References:
Weaver, C. (2002). Reading Process & Practice (3rd ed.). Portsmouth, NH: Heinemann.
I really like the example you used from page 75 of the text. I had never thought much about differing dialects that could impact the meaning of the text. I think it is very interesting that allow two people might read a passage differently, based on their dialect, they will still arrive at the same meaning and understanding. If a student needs to translate a passage into a language structure that suits them, I think we should encourage that and allow them to use their schemas to interpret the text as needed.
ReplyDeleteThat is especially true for ELL students.
ReplyDeleteI also found the section about students translating text into their own dialect interesting. I have had a lot of struggling ELL readers in my classroom and I can't help but wonder if this would be an effective strategy for them to use.
ReplyDeleteWe grade a lot on running records and have to deduct points for any variation from the actual text. Do you have any suggestions for how to approach this issue when students change the text to match their dialect?
At my school, we are to grade running records in a universal manner. In this case, we do have to count off for a ELL reader making a miscue even if it due to the student's dialect. I feel that during instruction that as teachers, we shouldn't correct the child, but point out the mistake. Then, I would have the child reread correctly in hopes that he/she won't make the mistake again.
DeleteHi Kim,
ReplyDeleteI really like that you mentioned about how dialects affect how a reader reads. When I was reading this I thought about myself and my ELL students.I have always struggled with singular and plural forms. When I read or speak, I typically leave out the /s/ sound at the end of the words that represent plural forms because in my language we don't classified nouns as singular and plural. For example, I would say "I have two dog" and then have to quickly correct myself.