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Comprehension

How Much Reading Gain Should be Expected from Reading Interventions?

This week’s challenging question:
 
I had a question from some schools people that I’m not sure how to answer. I wonder if anyone has data on what progress can be expected of students in the primary grades getting extra help in reading.
 
Let’s assume that the students are getting good/appropriate instruction, and the data were showing that 44% of students (originally assessed as “far below”) across grades 1-3 were on pace to be on grade level after two years of this extra help.

Instructional Level and Teaching with Complex Text

Boy, oh, boy! The past couple weeks have brought unseasonably warm temperatures to the Midwest, and unusual flurries of questions concerning teaching children at their, so-called, “instructional levels.” Must be salesman season, or something.

Who Has Authority Over Meaning? Part II

In my last entry, I explored some ideas concerning what role authors play in our interpretation of text. As with many controversies in the garden of literary criticism, nothing is settled, but an exquisite tension has been created. It is this tension that mature readers need to learn to negotiate — and that we have to prepare them for.

Who Has Authority Over Meaning: Authors or Readers?

I’m often asked if the questions I publish here are “real.” That is, do teachers, really ask me these things? The questions definitely are real. Though they come to me in a variety of ways.

Not long ago a colleague contacted me for my advice on a question she’d been asked. She was surprised to see that one show up on my blog. Other times, I might be giving a talk and a question comes from the audience. I remember it later and answer it again for you.

This week’s “question” is less a query than a confluence of two recent experiences.

I get what you want us not to do, but what should we do? Getting higher test scores.

Teacher question:
 
I truly want to help teachers strengthen their literacy instruction and students develop and strengthen their reading comprehension. I just viewed your online presentation on “How and How Not to Get Higher Test Scores” and I am intrigued. With only a few short months away from the testing frenzy as you can imagine administrators and teachers are in a panic.
 

Does Independent Reading Time During the School Day Create Lifelong Readers?

Teacher question:

You have attacked DEAR time [Drop Everything and Read] because you say it does little to raise reading achievement. But what about having kids read on their own as a way to motivate them to be readers? As a teacher I want my kids to be lifelong readers so I provide 20 minutes of daily independent reading time. What do you think?

Shanahan's response: 

Doug Lemov Interviews Tim Shanahan

Usually these blog entries are replies to educators questions. Recently Doug Lemov interviewed me about reading instruction and posted it on his blog. We got into issues like reading strategy instruction, vocabulary assessment, close reading, and guided reading. Many of you know Doug's books, Teach Like a Champion and Reading Revisited. I was honored to talk to him and this will serve as a good introduction to Doug and his site as well as to useful info about these hot literacy topics.

Eight Ways to Help Kids to Read Complex Text

Teacher Question:

My district is currently "grappling" with the idea of asking students to read complex text if they are significantly below the grade level. As an example, within one fourth grade class, a teacher identified that more than half her class is 1-2 grade levels below the expectation for reading (using multiple measures). Her response is to change the level of the text, and try to move the students forward. The common theme in our schools is that growth is what matters, not proficiency.

Should We Stop Using Guided Reading Because of Common Core?

Teacher question:

I am now a literacy specialist in a middle school and am hoping you can give me your opinion on the process of the guided reading method of reading instruction. I completely agree with you that the F&P levels are ludicrously low and it would be difficult to transition students to the end goal of CCSS using these levels.

How Much Teacher Guidance Versus How Much Independent Work?

Teacher question:

I've been reading your blog articles very carefully, and in one entry you recommended having the kids read a lot during the literary block time (and all other subjects), suggesting possibly 50% of the time should be spent reading. My question is how much of that reading time should be teacher-led (for close reading and complex text), and how much should be just independent work?

Shanahan response:

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"Today a reader, tomorrow a leader." — Margaret Fuller