Module Three: Coaching Readers in the "Dug Out" and the "On Deck Circle"
Objectives:
During this module, you will- Read and discuss information about what struggling readers do when they read text.
- Analyze research-based motivation strategies for struggling readers.
- Visit a useful web site devoted to content reading strategies.
Introduction
Module Two focused on how to determine in a general way the reading level of textbooks. Also, using a baseball analogy, the levels of thinking/reading needed to get students to the levels of content text understanding were examined.
This module will analyze what strategic readers do as they attack a text reading assignment.
Referring to the baseball analogy from Module Two, please recall the dugout and its inhabitants. Within the dugout there are players (readers) and coaches (teachers).
Players in the dugout have varying skills and abilities requiring the coach/teacher to know and use that skill information to help that player/reader get on base. It does little good to lament their lack of skill or, worse yet, blame the previous "coach" for not teaching them more. These are your "players," and the game is today. (And, your district and the parents expect you, the coach, to pull out a victory!)
Reading dugout activities must include knowledge about reader abilities, knowledge of the "game" at hand. By that we mean the particular difficulty of the immediate reading task.
- What prior knowledge do the readers bring to this game relative to the pitcher/text/topic?
- How can instructional strategies help students access that knowledge to help them succeed?
Successful teacher coaches are effective motivators. It's not all "rah-rah" speeches. Knowing about motivators such as "chance for success," providing choices, and using visuals are probably more useful than motivating speeches. This modulel examines some of those content reading motivators.
Effective content subject teacher/coaches use strategies before their students ever begin to read. One of these strategies in Module Two was determining the difficulty level of text materials. There are several other strategies, some easy to use and others requiring more teacher preparation that will help readers prepare for reading tasks.
Reading Comprehension Research
There exists a multitude of research focusing upon student text comprehension. Although some, at first reading, seem almost inscrutable, all have contributed to the ever-growing body of knowledge about what helps students read, understand and apply content text information. A particularly useful article describes the general classroom practices that content teachers can use that will enhance the probability that students will retain text information.
The four classroom practices may be previewed as:
- An effective textbook reader must first be a reader. We must find more time for students to practice reading.
- A teacher must model and coach students with strategies that are useful in that content.
- Text understanding increases if students are allowed to meet in small groups and reflect upon the reading.
- Student talk must be text-focused, using comprehension strategies such as raising questions or summarizing.