EngEd 370 – Week 10 part 2 – Chapter 13 – Nicole Kavajecz
Of the variety of ways a teacher can teach reading, using a Basal Reading Program has become the go-to for a starting point (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 370). Components of a Basal Program include addressing the core reading needs of all learners through leveled texts, prepared lessons, prepared activities, and assessments. The newest forms of Basal reading programs are revamped to include the latest 21st century skills and internet components. Certain major terminology is included in most Basal programs. The list includes but is not limited to anthologies, decodable text, differentiating instruction, extension, guided reading, levels, pacing guide, reinforcement, scope and sequence, and skills.
The lesson framework of Basal readers is aligned with best practice: before reading introductions that motivate and engage the reader, during reading guidance from teacher, and after reading comprehension activities to guide the future lessons (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 374). The use of workbooks, assessments, and technology/online learning offer variety for the learner and the teacher. Most Basal programs also offer interventions such as practice books, diagnostic assessments, and games.
“Teachers must make informed decisions about using, not using, or supplementing basal reading programs” (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 376). Whatever their individual or district choice, no program is completely stand-alone sufficient. Teachers should be prepared to continuously update and revisit their libraries and resources to better suit the students they teach. The incorporation of trade books, or books that are written for the general public and available at bookstores, is a great way to encourage a love of reading from generation to generation. Students may experience sharing ‘I’m reading ______ at school’ with a parent/relative/friend, and delight in hearing them say back ‘I’ve read that too!’. Creating this reading community through shared textual experiences is very important. There is increasing research showing that the use of leveled books, including leveled trade books, should only be used in the first years of reading instruction (p 379). This research also shows that use in older grades actually diminishes the progress of struggling readers, and that if they are reading a book they are interested in no matter the difficulty, they will use their resources to be successful. “To be clear, this does not mean teachers should abandon the practice of having students read leveled text at their instructional level. It does, however, mean that students should read texts not only at their instructional level and their independent level, but at times read text that is at their frustration level in order to grow” (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 379).
When teachers evaluate reading materials, there is much to consider (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 384). Overall philosophy of the program, emergent literacy details, variety in genres, and connections across curriculums are a few of the items to consider when choosing materials. Checklists are readily available online and in print, and educators can add their own ideas or seek for more inquiries from parents/school boards/ect. One additional thing to consider is that most students are highly motivated to learn when materials are technology based. Incorporating e-books and other internet resources can be a great tool for general education as well as RTI for struggling readers.
Resources
Vacca, J., Vacca, R., Gove, M., Burkey, L., Lenhart, L., & McKoen. (2010). Reading and learning to read. (Tenth Edition). Pearson.
