Chapter 3

“A longitudinal study that investigated children’s reading progress in the first through third grade (Jeul, 1988) found that struggling readers read less than half as many words as good readers. Other studies found that in Title I and special education programs, the amount of contextual education was reduced, rather than increased when students were placed in these special programs” (Johnson & Allington, 2001).

This is a vertical problem as well. Some students with individualized educational programs are not challenged. Often, their workload is reduced, assessments are graded with too much forgiveness and the student has a learned laziness. While I hate to paint with a broad sweeping brush because there are absolutely students who benefit from, and need such modifications. However, how can we really ever tell if we are challenging these students or holding them back? If a student does not have the basic skills but with can demonstrate the bare minimum, with lots of help, does he/she deserve to move on? Furthermore, do they get the same credit as someone who can demonstrate the skills without assistance? What about having tests read? Obviously, content is being assessed, but is not of greater importance that children have the ability to read their own test?

“Not only does the diagnostic teacher plan successful reading experiences by placing the students at the appropriate reading level, but she also carefully selects authentic texts that are familiar and interesting to her students.”

Who is this woman and where is she finding these “authentic texts that are familiar and interesting to her students”? I am constantly buying books for my classroom. I search for articles all the time. There should be more works of literature that appeal to adolescent readers. The problem is that when students are interested in pop culture reads, the books themselves often lack sufficient development, characterization, vocabulary, and themes. I often find myself utilizing the classic works of literature, but creating lessons which force them to relate to the material. To Kill a Mockingbird is brilliant, but if the students are not taught to how create meaningful engagement with the text they will not get anything out of the reading.

“To do so, the diagnostic teacher checks her behavior with other with both proficient and struggling readers to see whether prompts focus on meaning.”

I do this often, but am not good at it. When I probe for answers to inferential questions from struggling students, I am often left with blank stares. I tend to question if some of my low level students are even developmentally ready and capable of such challenging thinking.



“Rather than giving right or wring answers, students are encouraged to express themselves.”

This is so difficult to do with literature. I am constantly reminding the students that they are able to create their own views, inferences, and opinions about the text, characters, plot, etc., as long as they are able to support their assertions with evidence from the text. Some students are only comfortable finding and believing in one right answer. Some want the concrete knowledge that will get them the right answer on the test.

“She phases in and out of the lesson to create an atmosphere that promotes thinking rather than interrogation.”

This is also good. How do I do this? I can give the students tips and tools that they should use, but how can I ensure that they are thinking for themselves and using their ideas to build knowledge with their groups? How can I be sure that all group members are not just regurgitating one member’s ideas?