Timothy Rasinski, Ph.D. 

For many of you, the title of this blog entry may sound a bit nonsensical — Why teach something and then not use it?  But let me ask you to think a bit more deeply about phonics.  If you are reading this you are likely a proficient reader.  When reading how often do you have to stop and analyze or “sound out” individual words?  My guess is that more than 99.9% of the words you encounter in reading are not analyzed or “sounded.”   Most words we encounter as proficient readers are sight words – they are recognized instantly and near effortlessly.  Phonics is hardly used at all when proficient readers read.

We need phonics and other word analysis skills in order to get words into our heads.  But after a few encounters with analyzing specific words, those words become “imprinted” in our brains as sight words.  We need phonics to get words into our internal lexicons.  But once those words are automatized or made into sight words phonics is no longer needed.

Getting words to the point of automatization is critical to proficient reading.  The problem in reading is that all of us have a limited or finite amount of attention or cognitive energy.  Analyzing words, as is done in phonics, uses up a lot of that cognitive energy.  And that energy that is applied to word analysis cannot be applied to the more important part of reading – comprehension.  So what often happens are readers who can read all the words correctly, but because they are spending their precious cognitive resources on word analysis their comprehension falters.

Carol Chomsky noted this phenomenon in her 1976 classic article entitled “After decoding: What?”  Working with struggling readers, she taught them to decode words. However, despite the fact that they were able to decode words accurately, “albeit slowly and painfully (p. 288),” they continued to struggle with reading comprehension and general proficiency in reading.  The answer to her question of “What?” was helping students develop automaticity or fluency in their reading.  She did this by having students read interesting and challenging materials while simultaneously listening to an audio-recorded version of the text.  In a 15 week intervention period (less than four months), her students made approximately 8 months progress in reading!

Phonics is important, no question about it.  It is a tool that readers use to get words into their internal lexicons.  However, proficiency in phonics should not be the goal. Rather the goal should be to get students to the point where most of the words they encounter are automatically recognized so that their attention can be devoted to making meaning.    

The way to get young readers to the point of automatic word recognition is the same way a person develops automaticity in any activity – practice.  However, the practice needs to be the kind that allows children to move to proficient reading.  Two of the best ways of providing proficient practice is through assisted reading and repeated reading.

Assisted reading is what Carol Chomsky used with her students.  Students read texts while simultaneously listening to a fluent reading of the text.  This can occur by reading with a more proficient partner, reading with a group of others, or reading while listening to a recorded version of the text.  In all of these situations, the assist of another reader provides students with a scaffold that allows them to approach fluent reading on their own.

Repeated reading simply involves reading a text multiple times until a student can read it at a level that approaches proficiency.  When students who struggle in reading read a text, the initial reading is not proficient.  However, when they read it a second, third, and perhaps even a fourth time their proficiency improves until they are able to read it much like a proficient reader.  The “magic” behind both assisted and repeated reading is that the improvement that comes from reading one text with assistance and/or repeatedly transfers to new texts that students have not previously read.  In essence, students begin to pull their reading up by their bootstraps.   

While I don’t want to get overly technical in this blog, I do want to mention that, in this age of scientifically based reading instruction, a good deal of research supports both assisted and repeated reading, especially with students who find reading difficult.  In a recent review of research related to fluency interventions Stevens, Walker, and Vaughn (2017) conclude that “Results showed repeated reading,… and assisted reading with audiobooks produced gains in reading fluency and comprehension” (p. 576). My own research on the Fluency Development Lesson (Rasinski, 2010), a lesson that integrates assisted and repeated reading consistently results in improved performance in word recognition automaticity and comprehension.    

While it is critical that we provide students with solid instruction in phonics or word decoding, it is equally important that we keep in mind that we need to take students to that next level word reading—fluent, automatic, and proficient reading.  

References

Chomsky, C. (1976). After decoding: What? Language Arts, 53, 288-296.

Rasinski, T. V. (2010).  The fluent reader:  Oral and silent reading strategies for building word recognition, fluency, and comprehension (2nd edition).  New York: Scholastic.

Stevens, E., Walker, M., & Vaughn, S.  (2017). The effects of fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities:  A Synthesis of the research from 2001-2014. Journal of Learning Disabilities, 50, 576-590.

 

You can find resources for teaching accurate and automatic word recognition (i.e. fluency) at Tim’s own website – www.timrasinski.com

Daily Word Ladders by Timothy Rasinski

Follow Tim on Twitter @TimRasinski1

Many years ago my principal asked me to attend a conference and then train staff at our school. I tried to learn more about what training the staff meant. Was this a common practice? It seemed intimidating to me. The train the trainer model, taken from the business world, was becoming a popular term in education. It did not work for me.

 

Yes, I attended the conference, had a good time, and learned some. What was not good for me? The faculty meeting I had to lead a month later where I was to “train” the staff on what I learned.  A horrible experience.  I was not confident in the new information I learned while attending the conference and less confident to train a faculty where most were more experienced than me. Does your school or Division sing the praise of “train the trainer” models?  I hope not.  I have rarely seen them work.  Many times staff can be great in front of 25 students but not comfortable at all in front of peers who they need to teach.  I propose a new method, well not exactly new, I propose ongoing professional development.  Professional development meeting the needs of the school, occurring at the school, and for all staff in the school.

 

There are two ways to start ongoing professional development in a school: hiring a paid consultant or a school-wide book/professional study.  I will address both in two posts. In this post, I will give tips for using a paid consultant.

 

Assuming your school has access to professional support, the first step is to figure out what your faculty needs.  This can be accomplished through conversation, data analysis, and observation.  Pick one focus area all staff can benefit from in all disciplines.  As an example, in my school, our year-long focus is differentiating instruction.

 

Tips for successful year-long professional development:

• Know what you want to focus on and work with staff to build a commitment.
• Secure an educator who can meet with your staff at least six times during the school year. Add the dates and times to your staff calendar, so staff knows when each session is over the course of the year.  I like to focus on professional development days or use time in the place of regular faculty meetings.
• Along with several staff members, meet with the presenter to grid out what topics will be addressed during each session.  Know what the outcome should be at the end of all sessions and communicate this to staff throughout the year.
• I am a stickler that a consultant will let staff know at the start of the session what they will learn.  Also, there must be collaborative opportunities during the sessions, and a task staff will try in preparation for the next meeting.
• It is critical for the principal and other administrators to be part of all sessions.  In my school all teaching staff, guidance staff, and administrators attend.

 

When reading this, you might think, O.K. it’s great, but it could be expensive. My counter, it is not if you cut back on sending staff to conferences and trainings.  It is not costly if you consider the gain of all staff in your school receiving training instead of a few, or replacing “train the trainer” models which I do not feel are very successful. Bring on-going professional development to your school it is the best way to generate excitement and energy for a full year.  It is a positive and significant shift away from the one and done sessions and the false expectations that this method can bring change to a school.  You want positive change to impact students and staff.  Choose a school focus that is inclusive and work on it all year long through purposeful professional development.

Read more of my blogs on ScholasticEDU

Check out my book, The Principal’s Leadership Sourcebook, By Evan Robb, Scholastic

Educators and departments of education often believe that’s what’s new in learning will bring about significant change. I remember when filmstrip and film loop devices, as well as cassette players, were going to change education. In learning centers, my fifth-grade students watched filmstrips about history, science, or math; they listened to tapes of authors discussing their books.  For several years, classrooms had a television monitor, and part of the curriculum was students watching science experiments and listening to current events. In those moments, we believed this was cutting edge learning! WRONG!

Today, most classrooms have several computers and tablets and soon all students will have a laptop and/or a tablet.  Beware of using technology to continue practices that need to go: completing worksheets, answering questions at the end of each chapter of a book, or looking up a list of words on an online dictionary. Technology, used well can enhance learning and the digital natives you teach will appreciate Padlet, which allows them to respond to a discussion or story in real time, Storybird for digital storytelling, and an app to create digital portfolios.

Changes in education are abundant and continually happen. However, if we look back, we can see some of these past needs—must-haves—have faded away.  I’d be hard-pressed to find a filmstrip, film loop viewer, television, or a cassette tape player in any classroom today.  So now, it’s time to state one truth: needs and wants in education change, but there’s one exception: books.

        Too many educators in administrative positions in school districts and in state departments of education believe books are a want and not a need.  Instead of investing in books and teachers, too many schools purchase expensive reading programs on computers, believing that technology will transform students reading far below grade level into readers. Reading short selections on a computer, working on skills in isolation, and answering a set of multiple-choice questions doesn’t improve students’ reading skill. Looking for technology to make a quick fix can’t work as interacting with a computer doesn’t develop students’ ability to read long, complex texts, discuss texts, become active listeners, develop stamina, and analyze details. I’m in favor of using technology to enhance learning, not to replace interactions between students and a highly skilled teacher. All readers, especially those in grades 4 to 8 reading at a primary level need a skilled teacher and books.  And here are ten reasons why.  #booksandteachersmatter

Ten Reasons Why Books and Skilled Teachers Are Needs     

1. Skilled teachers love to learn. To become a skilled reading teacher means keeping abreast of the newest research and best practices. Skilled teachers read professional books and articles and join Twitter to develop a PLN (Personal Learning Network) so they can make a difference in the reading lives of children.
2. Reading is social. In addition to students interacting with the book’s author, they benefit from interacting with peers during guided reading, student-led literature circles, and book clubs. A need to share emotions, fears, and predictions are part of reading. Conversations bond readers to books because talk can affect their hearts and minds. To share ideas with others—to talk about books in a group or conference—not only improves recall and understanding but also invites readers to organize their ideas so listeners understand them.
3. Teachers provide face-to-face positive feedback. Working with small groups enables teachers to notice and spotlight interactions that work. Building on positive behaviors—“I notice how you found evidence to support your inference.” or “I noticed how well you used picture clues to figure out that word’s meaning,”–develops the self-confidence students need to continue to work hard.
4. Teachers form relationships that motivate students.  It’s impossible to form a meaningful relationship with a computer. But when teachers and students interact with books, opportunities abound to develop trust and experience humor in a nurturing environment.
5. Teachers make decisions to support readers.  Computers can grade multiple choice tests and cite the number right and the type of questions a student missed such as factual, main idea, inferring. A skilled teacher offers helpful feedback in the moment and then uses what students say and do to make decisions about interventions and next steps.
6. Teachers cultivate critical thinking and inferring. Whether working with a small group or one-on-one, teachers can model the process of inferring or using context clues to determine a word’s meaning.  By thinking aloud and modeling, teachers build students’ mental model of how a process works.
7. Books by the finest writers should be read.  When students read beautifully written, engaging books, they also learn about excellent writing and how specific genres work.
8. Volume matters. The number of books students read with the guidance of a teacher and the amount of independent reading they complete matters.  The more students read and practice, the more they improve and move forward.
9. Picture books develop visual literacy. Instead of reproducible books, learning to “read and interpret” outstanding photos or illustrations is frequently students’ introduction to art and critical thinking.  
10. Poetry cultivates fluency and comprehension. Follow Tim Rasinski’s advice and research and have students select a poem a week, practice saying the poem to a partner, and performing the poems to develop fluency and improve vocabulary and comprehension in an authentic way.         

Closing Thoughts

Remember, no replacement exists for a highly skilled teacher, and every child deserves one. Immersing students in books, giving them choice, and allowing them the time to learn how to self-select a book they can read for independent reading can make a huge difference in their progress and desire to read at home and school.

Books and skilled teachers make a difference in learning to read and developing a rich, personal reading life. Malala Yousafzai understood the power of the book, the pen, and an educated child when she said: “One child, one teacher, one book, one pen can change the world. Education is the only solution. Education first.” Malala Yousafzai  #booksandteachersmatter

Differentiating Reading Instruction By Laura Robb

 

        The greatest source of tears and heartbreak in our family, over all of our child-raising years, was homework. Like by far. Like 90%. Those unbidden, meaningless assignments, the mechanical worksheets, and odd-numbered math problems constantly led to friction, battles, resistance, weeping, and regret. It felt like the school was sending little hand grenades home with our kids, timed to explode just before a peaceful, playful, or relaxing evening could break out. That relentless assault on our family life still feels fresh, even though our kids are now 39 and 33.

        During this time, Elaine and I were both teaching, researching, and writing about progressive classroom practices – one of which was not worksheets. Nick and Marny knew very well what our professional principles were, so they could have called out our hypocrisy whenever we tried to enforce the evening’s dosage of drivel. But they didn’t often use that leverage; they knew we would marinate in our complicity. And we pretty much quit supporting school homework when they reached high school.

        And then there was the perennial pinch of being teacher-parents. You want to be a loyal employee of the district. You don’t want to accuse your colleagues of doing dumb or harmful things to children. And you recognize (or you should) that teachers get even fewer opportunities than normal parents to complain about things at school. When you are an educator, you simply can’t afford to be labeled, “One of Those Crank Parents.”

        If you resonate with these concerns, you may be fondly recalling Alfie Kohn’s entirely excellent book The Homework Myth: Why Our Kids Get Too Much of a Bad Thing (2006). Kohn likens homework for kids to the Second Shift for workers at the factory. You come home after eight hard hours and surprise – you have to go back to work! Kohn skillfully deconstructs every official rationale for homework. Decades of careful research studies have shown only negative outcomes for elementary kids and glancing, temporary ones for certain high schoolers. Then he runs through the more likely reasons that homework has been sustained against all evidence: upholding tradition, fostering obedience, providing ritual hazing (we had to go through it, now it’s your turn), developing a tolerance for toxic tasks, keeping kids off the streets, and finally, the redoubt of all scoundrels, the notion that homework “builds character.”

      For all the good work our friend Alfie did a decade ago, unexamined homework is still with us, in arguably more toxic forms. It’s bad enough when homework is menial, meaningless, and repetitive–a mere compliance ritual. But the content of homework-sheets can be even more corrupting than the process. We have just lived through another “Black History Month,” during which millions of kids came home with worksheets, mostly focused on Martin Luther King, (apparently the only African American leader of whom worksheet makers are aware.) This year’s assortment included MLK word-finds, matching exercises, fill in the blanks, word searches, and many more. Among the tasks:

1. Crossword puzzle clue for #7 Across:

Martin Luther King was assassinated during the month of __________.

2. A short historical text about MLK, followed by these instructions:

“Circle ten proper nouns and underline ten verbs.”

3. Freedom, peace, march, speech, Atlanta, minister, equal, dream, boycott, leader.
4. “Read these words and place them in alphabetical order.”
5. True-False: “Martin Luther King was a farmer.”
6. For those ready to further explore black heroes, another worksheet confides that Rosa Parks was “a tired seamstress who politely declined to give up her seat on the bus” because of her fatigue. Needless to say, the profile doesn’t mention that Parks had been an activist and leader of the NAACP for two decades and that she was tired of racism, not sewing.

Just in case you’re wondering, I am not making this up. These and hundreds more worksheets are available on the web for teachers to use, and reuse, and reuse. And these are not just time-wasters: they are desecrations of history and a pretty good example of how ignorance is engineered.

Just last week, a suburban Chicago teacher whom I follow on Twitter bravely began tweeting out photographs of her own young children suffering over the daily load of second-shift misery.

This is the face of my five-year-old doing useless homework when she would rather be playing. Five-year-olds don’t need homework. #ditchthehw

Tonight’s useless homework: track how many words you can read in 1-minute #ditchthehw

Things my kids could be doing right now instead of useless homework:

-reading

-playing with each other

-drawing

-talking to me about their day

-playing with their toys

-relaxing after 8 hours in school

#ditchthehw

So let’s get real. Let’s say you may work in a district where there is a serious Homework Policy dictating how many after-school minutes or hours kids are supposed to labor after school. So, let’s start by changing the categories of what counts as homework. Then, let’s design a time that’s stress-free, that invites kids’ curiosity and choice, and that doesn’t start battles between parents and kids, ruin whole evenings, and sell more Kleenex. Possible ideas for kids:

–Spend some time reading a book or magazine you have chosen.

–Go online to investigate a question that popped up in your life today.

–Interview family members about their work, interests, family-history.

–If you are in a literature circle at school, e-connect with classmates to discuss the book.

–Work on an ongoing “passion project,” something you have decided to look into long-term (animal extinction, volcanoes, the Cold War).

–Watch TV shows with family and talk about them.

–Free write in your personal journal (or work on your novel/poems).

–Pick an adult in the community you want to learn from and apprentice yourself.

Let’s grow this list together. Meet me at #DitchTheHW.

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