Before summer vacation comes to an end, I begin to plan for the upcoming
school year. I consider some of the new selections of children’s and young
adult literature that I have read over the summer for my literature study
groups. I create and add to the resource files I maintain for the various units
of study and literary experiences I provide each school year. If there is time,
I re-read some professional literature that has had a tremendous impact on my
thinking for the past fifteen years. Some of the books that I have revisited
many times during the summer months are Life
in a Crowded Place by Ralph Peterson, The
Reader, the Text, and the Poem by Louise Rosenblatt, The Culture of Reading and the Teaching of English by Kathleen
McKormick, and The Pleasures of
Children’s Literature by Perry Nodelman. Re-reading these books helps me
remember the theoretical foundations upon which I build my reading workshop,
and provide an impetus for refocusing my thinking about the complexities of
teaching reading and writing.
Throughout the
past few years I have been offering a statement in my workshops that has become
a “pedagogical slogan” for my thinking about reading instruction. That
pedagogical slogan is; In Service of
Meaning. What I mean by this statement is everything we do in the reading
workshop must be done in service of
making meaning when we read. Whether we are discussing literature,
investigating the relationship between written symbols and oral language,
helping readers choose an appropriate book to read independently, or working on
understanding the nature of the alphabet, I am constantly assessing how the
practices and procedures I am enacting in my reading workshop serve the primary
goal of supporting readers’ construction of meaning in transactions with texts.
The criteria for deciding what is the best way to teach reading is
directly associated with one’s definition of what it means to be a proficient
reader, how one defines comprehension, and how reading ability and
comprehension is assessed and evaluated. Based on one’s definitions of reading
and reading comprehension, many programs could be shown to be somewhat
effective. Unfortunately, this is the case with many of the commercial programs
being touted as scientifically, research based by the federal government. All
reading programs help some children, to some degree, at some time, learn to
read, depending on how reading is defined and assessed. We have to remember,
the most important variable shown in numerous research studies on effective
reading instruction remains the quality of the teacher in the classroom, not
the purchased resources. The better the teacher, the better the teaching.
