Read the brief summary/quote/question and offer a response, or simply post in the comments what has resonated with you so far in the book.
Chapter 6 sets the reader up for the “other” factors that matter in reading development and achievement:
Metacognition, Executive Functioning, and Mindfulness (Ch 7)
Self-Efficacy (Ch 8)
Motivation and Engagement (Ch 9)
Attributions and Growth Mindsets (Ch 10)
Epistemology and Epistemic Beliefs (Ch 11)
On page 56, Afflerbach stresses the importance of these influences for teaching readers:
“Knowing where our students are in terms of the development of motivation to read, of the metacognitive strength to read independently, and of the self-efficacy to engage in reading is as important as knowing which consonant blends and comprehension strategies are best taught next.” (my emphasis)
Considering the importance of these factors…
Which influence are you particularly interested in learning more about? Why?
I don't think it's an accident that the first influence Afflerbach lists here is metacognition, executive functioning, and mindfulness. The ability to pay attention to what one reads and subsequently understands seems foundational for every other influence.
I see consistent challenges for students in this area, especially executive functioning (EF). Kids with ADHD and with poor EF in general are not necessarily struggling readers because they struggle with reading; too many simply cannot sit still long enough to dig into a good book or to receive instruction.
"EF is so important to reading that there is reason to believe that for some students, limited EF skills are the primary cause of reading difficulty. To illustrate, Cutting and Scarborough (2012) studied 19 students (7–14-year-olds) identified with poor reading comprehension despite adequate word recognition ability (Gough & Tunmer’s, 1986, hyperlexic profile). The researchers administered a stan-dardized assessment of receptive vocabulary, consistent with the SVR founders’ position that standardized measures of verbal ability serve as “a reasonable estimate of C” (Gough & Tunmer, 1986, p. 9). Only 15.8% of the students showed vocabulary-only weaknesses that would be expected from a hyperlexic profile. A total of 52.6% showed difficulty in vocabulary and EF. The remaining 36.8% showed EF-only weaknesses. In other words, at least to the degree that the students’ vocabulary assessment results serve as a proxy for language comprehension, for 36.8% of the sample, weaknesses in EF appeared to be the primary cause for their reading difficulty."
To repeat: 1/3 of those students in the study demonstrated reading difficulty because they struggle with self-regulation, working memory, and/or focus. This topic definitely deserves my attention! (pun intended :-)
In my current world, I no longer see choice being offered for teacher learning opportunities. Each county is requiring “training” that has very little to do with thinking and conversation. It is deeply disturbing to me. Maybe this is just a Northern VA phenomenon…
Sadly true in far too many schools. Regie Routman eloquently distinguishes between Professional Development and Professional Learning. Professional Development is much akin to simply plugging something into a calendar as a predetermined goal. Simply bringing in someone in for one day of learning has no long term impact. Too. many schools are fixated on that. On the other hand, professional learning includes choice but also it's ongoing with flexible support of a coach across the year. It's not something you can just add to a calendar but the very heart and soul culture of the school. BIG difference!
I am catching up on my reading this week and sad to have missed last week's Zoom conversation. It was a week! I am most looking forward to reading more about Self-Efficacy & Motivation and Engagement. As I work with teachers and students on our campus, these seem to be big influences that impede learning. Again, I'm catching up, but I see many parallels between Afflerbach's identified influences and the work of Peter Johnston with regard to identity and agency, and how the language we use & the conditions we set for our students can help or hinder learning.
I think that Richard Allington was part of that too. Peter told me that he wrote a paper with Allington in those early days. Talk about BRILLIANCE in the making!
These are all so important but I often return to how we can set the stage for, support and nurture MOTIVATION to read. It seems to me that the kind of environment we create where independent choice reading is not just a blip in the radar screen of curricular obligation if we have time but at the very heart and soul of what we do. A central feature of that environment is not just what we make room for but how we model on a daily basis that WE are motivated by and engage in the same reading opportunities we say we value for children. Action speak volumes and through that action and the experiences we embrace for kids, we then create a foundation for everything else.
I love this response, Mary. As I travel to classrooms on 3 school districts, I am seeing a return to “time to read independently” with nothing else!! I see the “else” as critical!! And my favorite is conversation as ,or minimally after reading!! Conversations with teachers and peers around independent reading is the sharing and comprehension piece!! It’s the motivation piece!! It’s the chance to share your own joy of reading!!
And may I add that ANYTIME students are working independently on ANYTHING, conferring should simultaneously be occurring!! I push that very hard with my student teachers. It’s a time for sharing, collecting additional information about your learners and the constant bridge of relationships!! Schools push for evidence of learning targets being met. Conferring is the ideal time for gathering this information during meaningful conversations!!
I love that view of "something else" and not a singular focus. Comprehensive puts what matters into perspective. I worry that sometimes one thing takes priority such as guided reading and we fixate on that to the demise of other things (and sadly conferring is often one of the things that takes a back seat).
I am looking forward to the epistomology and epistemic beliefs chapter as they can seem so hard to change and/or address them in our teaching (if it seems they need to be). And where they come from and how they develop is fascinating.
I don't think it's an accident that the first influence Afflerbach lists here is metacognition, executive functioning, and mindfulness. The ability to pay attention to what one reads and subsequently understands seems foundational for every other influence.
I see consistent challenges for students in this area, especially executive functioning (EF). Kids with ADHD and with poor EF in general are not necessarily struggling readers because they struggle with reading; too many simply cannot sit still long enough to dig into a good book or to receive instruction.
While not in Afflerbach's book, Duke and Cartwright note in their excellent article The Sciences of Reading Progresses (https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.411) the following:
"EF is so important to reading that there is reason to believe that for some students, limited EF skills are the primary cause of reading difficulty. To illustrate, Cutting and Scarborough (2012) studied 19 students (7–14-year-olds) identified with poor reading comprehension despite adequate word recognition ability (Gough & Tunmer’s, 1986, hyperlexic profile). The researchers administered a stan-dardized assessment of receptive vocabulary, consistent with the SVR founders’ position that standardized measures of verbal ability serve as “a reasonable estimate of C” (Gough & Tunmer, 1986, p. 9). Only 15.8% of the students showed vocabulary-only weaknesses that would be expected from a hyperlexic profile. A total of 52.6% showed difficulty in vocabulary and EF. The remaining 36.8% showed EF-only weaknesses. In other words, at least to the degree that the students’ vocabulary assessment results serve as a proxy for language comprehension, for 36.8% of the sample, weaknesses in EF appeared to be the primary cause for their reading difficulty."
To repeat: 1/3 of those students in the study demonstrated reading difficulty because they struggle with self-regulation, working memory, and/or focus. This topic definitely deserves my attention! (pun intended :-)
Peter J is a New Zealander, so I am especially fond of his work!
He has a new book out as well - Engaging Literate Minds. It is next on my list to read!
One of my favorite book Belinda! We were so proud to celebrate Engaging Literate Minds when Peter Johnston and Kathy Champeau were guest hosts on our #G2Great twitter chat. I wrote about it in this post: https://literacylenses.com/2020/06/engaging-literate-minds-developing-childrens-social-emotional-and-intellectual-lives/
Thank you for sharing this interview!!
In my current world, I no longer see choice being offered for teacher learning opportunities. Each county is requiring “training” that has very little to do with thinking and conversation. It is deeply disturbing to me. Maybe this is just a Northern VA phenomenon…
Sadly true in far too many schools. Regie Routman eloquently distinguishes between Professional Development and Professional Learning. Professional Development is much akin to simply plugging something into a calendar as a predetermined goal. Simply bringing in someone in for one day of learning has no long term impact. Too. many schools are fixated on that. On the other hand, professional learning includes choice but also it's ongoing with flexible support of a coach across the year. It's not something you can just add to a calendar but the very heart and soul culture of the school. BIG difference!
HUGE difference!! As a former literacy coach in schools, I can attest to this indeed!!
I am catching up on my reading this week and sad to have missed last week's Zoom conversation. It was a week! I am most looking forward to reading more about Self-Efficacy & Motivation and Engagement. As I work with teachers and students on our campus, these seem to be big influences that impede learning. Again, I'm catching up, but I see many parallels between Afflerbach's identified influences and the work of Peter Johnston with regard to identity and agency, and how the language we use & the conditions we set for our students can help or hinder learning.
Peter A and Peter J have worked together often I believe!
I believe we educators must all have motivation and engagement at the forefront of our minds every single day.
My understanding is Peter J was Peter A's advisor when pursuing his doctorate. You can see the influence!
I think that Richard Allington was part of that too. Peter told me that he wrote a paper with Allington in those early days. Talk about BRILLIANCE in the making!
Please share any insights you discover around these influences as you read, Clarene.
These are all so important but I often return to how we can set the stage for, support and nurture MOTIVATION to read. It seems to me that the kind of environment we create where independent choice reading is not just a blip in the radar screen of curricular obligation if we have time but at the very heart and soul of what we do. A central feature of that environment is not just what we make room for but how we model on a daily basis that WE are motivated by and engage in the same reading opportunities we say we value for children. Action speak volumes and through that action and the experiences we embrace for kids, we then create a foundation for everything else.
Nice perspective Mary. Much easier to teach readers, writers, speakers, etc. to love these disciplines when we love them too.
I love this response, Mary. As I travel to classrooms on 3 school districts, I am seeing a return to “time to read independently” with nothing else!! I see the “else” as critical!! And my favorite is conversation as ,or minimally after reading!! Conversations with teachers and peers around independent reading is the sharing and comprehension piece!! It’s the motivation piece!! It’s the chance to share your own joy of reading!!
And may I add that ANYTIME students are working independently on ANYTHING, conferring should simultaneously be occurring!! I push that very hard with my student teachers. It’s a time for sharing, collecting additional information about your learners and the constant bridge of relationships!! Schools push for evidence of learning targets being met. Conferring is the ideal time for gathering this information during meaningful conversations!!
I love that view of "something else" and not a singular focus. Comprehensive puts what matters into perspective. I worry that sometimes one thing takes priority such as guided reading and we fixate on that to the demise of other things (and sadly conferring is often one of the things that takes a back seat).
I am looking forward to the epistomology and epistemic beliefs chapter as they can seem so hard to change and/or address them in our teaching (if it seems they need to be). And where they come from and how they develop is fascinating.
From my first read, this was the most difficult influence to make total sense of for me, Belinda. I am curious as to what you will learn.