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We Can
by Dr. Julie Klingerman on May 12, 2022
One of the most adventurous decisions of my professional career was moving to a middle school reading interventionist position after many years working primarily with elementary students.
Part of negotiating that learning curve was figuring out how to make interventions more connected to students’ other classes, to one another, and ultimately to their lives. What I began to realize over time was the power of talk. While it seemed as though I spent much of my days trying to get my middle school scholars to stop talking, I began to think about harnessing my students’ innate desire to express themselves through oral language into rich literacy learning opportunities.
Now, as a trainer of teachers, I often refer to the power of talk to build the brains of our littlest learners. Truly, human brains enter this world with an astonishing ability to absorb and express through oral language. The importance of cultivating this highly evolved capacity in our babies and preschoolers cannot be underemphasized. As critical as it is to facilitate our youngest learners’ capability to connect language to print, the role of collaboration and discussion provides a powerful platform for creating literacy learning experiences for adolescents as well.
Generating interest and curiosity is key to providing learning opportunities that are motivating to all learners. Adolescent learners can be tough customers in this regard! However, motivation is a particularly essential component of effective instruction for this demographic. In fact, according to Reading Next, motivation is included as one of the 15 key elements for improving adolescent literacy (Biancarosa & Snow, 2006).
The reality is that the attention of older learners is often consumed with social media, peer approval, and extracurricular activities. Teachers can capitalize on older learners’ propensity for social interactions by facilitating collaborative discussions, thus laying the groundwork to explore others’ thoughts and perspectives through naturally engaging, more motivating activities.
Read on to discover some specific ways to build literacy proficiency for older students while taking advantage of their inclination for collaborative, language-based activities:
So, go ahead…live adventurously! Harness your older readers’ penchant for talking into opportunities to develop expressive language while increasing literacy proficiency at the same time. A win-win!
Register for the webinar, Reading Intervention in Middle School: Critical Steps for Success, here
Julie Klingerman has worked in education for more than 34 years, in which she has been a classroom teacher, literacy coach, and reading specialist for primary and secondary students. She earned her doctorate in reading and literacy in 2016 and is an adjunct instructor of literacy for graduate students at Liberty University and Wilson College. Dr. Klingerman also is a national LETRS® (Language Essentials for Teachers of Reading and Spelling) trainer and enthusiastic advocate for research-based reading curricula and teacher training.
References
Biancarosa, G., & Snow, C. E. (2006) Reading next – A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.
Ebbers, S. (2011). How to Generate Interest So Reading Comprehension Improves. Comprehension, Reading. California: University of California
Moats, L. C. (2020). Speech to Print: Language Essentials for Teachers (3rd ed.). Baltimore, MD: Brookes Publishing.
Moats, L. C. (2020) Teaching Reading is Rocket Science, 2020. American Federation of Teachers, 44(2), 4-39. https://www.readingrockets.org/sites/default/files/teaching-reading-is-rocket-science-2020.pdf
Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing Reading Interventions for Students in Grades 4–9 (WWC 2022007). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from https://whatworks.ed.gov/.
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