M10: Wright Book Chapter 8 First section

Start by reading Wright Chapter 8 -- page 193.

This first part of the chapter gives you an overview and describes "A Balanced Approach to Reading".  

Also note the important distinctions in terms of reading for mainstream populations and reading to ELs .

Research is clear-- we cannot teach ELs to read the same way we teach native English speakers to read.  And this is consistent with federal policies outlined In Lau v. Nichols (1974).

Instructional strategies used with mainstream students need to be adjusted (e.g., “sheltered”) to make them appropriate and effective for ELs and ELs need a balanced approach to reading instruction that:

  • Integrates reading, writing, listening and speaking
  • Teaches reading skills and strategies within the context of meaningful, authentic communication
  • Is differentiated to meet the diverse language and literacy needs of students

So, teachers need to:

  • Understand their students' strengths and needs
  • Be clear about what they want students to know and be able to do with reading as a result of their instruction

And reading and learning to read goes beyond language arts time...

  • Occurs throughout the day as students read across the content areas
  • All teachers have a responsibility to help ELLs learn to read texts associated with the content-areas they teach

photo of bulb artwork Here is a bit more on the balanced approach to reading overall.  It is getting a bad name these days in some circles, so if you want to not use the "Balanced Literacy" name, don't use it (but you need to know it for your tests and to be a knowledgeable teacher).  Pay attention to the concepts. And that students need a few key things in reading instruction:

1) They need meaningful experiences around print (culturally responsive/sustaining pedagogies).

2) They need to understand the sound system in language(s) and how that relates to reading (phonological awareness).

3) They need ample time to engage in reading/writing activities (usually 90 minutes a day is the minimum schools give to students in literacy instruction).

4) They need vocabulary development.

5) They need teachers who understand how literacy is developed and enhanced.