Knowing Our Students, Knowing Ourselves
Reflecting on Chapters 1-3 from Teaching Readers (Not Reading) by Peter Afflerbach
"Teaching readers can be informed by the vast research base about all the factors that influence student growth. However, testing practices, governmental policy, skewed media accounts of effective reading instruction, and an exclusionary 'science of reading' support the continued prevalence of strategy and skill instruction and pay no attention to motivation and engagement, metacognition, self-efficacy, attributions, and epistemic knowledge." (p. 45)
- Peter Afflerbach, Teaching Readers (Not Reading): Moving Beyond Skills and Strategies to Reader-Focused Instruction
The science of reading’s narrow definition not only excludes important factors for teaching readers; it also narrows the resources many schools use in classrooms.
As noted in a previous post, our school reviewed several curriculum programs last school year. The publishers’ beliefs about what is needed to teach readers - often only skills and strategies - became evident during the process.
It’s also worth noting that these resources don't exist in a vacuum. Publishers know what sells. They pay attention to some experts in the field who agree with this narrow definition and perpetuate these limited approaches to reading instruction.
Here’s just one example, from a literacy educator posting on Twitter:
"Reading aloud doesn't teach kids to love reading. It teaches them to love books, stories, learning things, the intimacy of being read to...all that is wonderful, but it's not a love of reading. If you want children to love reading, you have to teach them how to do it well."
When our experiences with resources are narrow, they can also limit our sense of resourcefulness.
I experienced this a few days ago.
A teacher came down to ask me how we might help a student finish writing his author recommendation (Jason Reynolds). I offered to have him come down to my office and I would write next to him.
As the student sat in one chair with his laptop and notes, I sat beside him with my computer to write. After a few minutes, he showed me his first line; I read it aloud. I asked him what he thought about his piece so far.
He shrugged, and his shoulders slumped as he seemed to start to shut down.
So I fell back on feedback for growth.
For example, instead of continuing with more questions, such as to learn why he picked Jason Reynolds or who he might be writing for, I shared a notetaking strategy that helps me get writing projects done. (Why did I focus on getting writing done? What message was I sending? I asked myself later.) In addition, instead of appreciating the fact that he got started, I offered another way he might phrase the first words of his lead so he sounded more confident in his opinion.
My feedback missed the mark; he left my office with only the lead completed.
Why do I still fall into this trap, of focusing on helping students "do" writing without first supporting them to "be" a writer?
Partly it's because this is how I was taught to write in school. It was also how I was taught to teach writing. Yet this mindset is not permanent. I can become more resourceful by being aware of my challenges, and to create intentions for first knowing students beyond what I initially perceive.
To know our students and ourselves, several community members shared ideas in the discussion thread for the first three chapters of Teaching Readers.
#1 - Begin by knowing students from more than one angle.
Mary Howard asked us to imagine beyond a single story we might use for students.
encouraged us to let students know that we want to know them as readers.“We cannot rely on one source of information, like:
test scores vs in-the-moment observations over time
school learning vs. community and the world
who they are as learners vs. who they are as humans
labels we use to define them vs. the stories they bring into the classroom
Once we understand they are ALL of these things, then we can explore all aspects of what it means to be a learner.”
“Invite them to talk or draw or write about what happens inside when they read or listen to stories that touch them.”
#2 - Create the conditions for our students to succeed through authentic and integrated practices.
Joy La Vay Taylor reminded us to be the first readers, writers, listeners, and speakers in the classroom.
“Teachers need to be willing to put themselves out there too! If teachers write and share their stories, trust and community are built.”
Belinda Whyte echoed what Joy shared and extended that thinking by pointing out the importance of integrating students’ lives (integrity > fidelity) with the curriculum.
#3 - Teach and lead with curiosity.
Sally Rowlands asked an important question that summarized previous comments.
“How do we become better observers of our readers’ progress across all these factors that influence reading growth?”
The antiquated answer to a question like this is to focus on what we can measure, package the approach, and expect teachers to follow the script.
A better response is to resist seeking simple solutions and instead embrace the question itself as the pathway to improving our practice.
Thinking about Sally’s question and everyone’s insightful comments, how might you better know your students in order to better know your beliefs and improve your practice?
From November 7 through December 16, we are reading Teaching Readers (Not Reading) by Peter Afflerbach (Guilford, 2022).
In this book study, you will develop a deeper understanding of the science(s) of reading and build greater confidence in conversing about literacy instruction with teachers and other colleagues.
You can purchase the book on the publisher's website, Amazon, or wherever it is sold.
To participate, watch this space for future responses to the book. Read along, leave a comment on a future thread, and respond to others’ comments when something resonates.
Here is the suggested schedule for reading together:
November 7 - 11: Introduction, Chapters 1-3November 14 - 18: Chapters 4-5
November 21 - 25: Chapter 6
November 28 - December 2: Chapters 7-8
December 5 - 9: Chapters 9-10
December 12 - 16: Chapter 11, Conclusion