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Learning to Read and Reading to Learn: Making Them One
Author: Laura J. Colker, Ed.D.
Source: RIF Exchange Show #405
Learning to read has traditionally been the province of grades K-3. At the same time, reading to learn has traditionally been the realm of the upper grades. Language Arts Coordinator Laura Robb (2000) refers to this phenomenon as "the deeply rooted myth of Learning to Read and Reading to Learn." According to Robb, the problem with the myth is that it doesn't work; the two should not be divided. Researchers such as Marie Clay and David Pearson now conclude that learning to read and reading to learn ought to be happening simultaneously, from preschool through secondary school.
Teaching the two together implies that there can no longer be a philosophical break in reading instruction between grades 3 and 4. As Guillaume (1998) puts it, "Content area reading is not the sole territory of those who are already proficient readers. Teachers of children of all ages have the important job of helping learners interact with text to produce meaning." Being in Grade 4, obviously, does not suddenly make a child qualified to read across the content areas. Comprehension strategies need to begin when children are young. Similarly, children need ongoing practice in decoding strategies over time.
To combine learning to read and reading to learn into one seamless process, Donald Richgels presents a case study in the March 2002 issue of The Reading Teacher, which illustrates how this can be done effectively. Richgels describes how informational texts can successfully be used in kindergarten when they are introduced in a functional way. As Richgels writes, "[Students] can find and display corroborative pages from informational books to accompany their artwork, show-and-tell artifacts, and other informational texts, such as commercially published posters."
This approach to reading instruction has gained momentum as educators have moved away from the traditional mode of teaching reading towards constructivist teaching. In constructivist teaching, students construct their own knowledge. Constructivism de-emphasizes the rote memorization of isolated facts and emphasizes problem solving. Constructivists rely on teaching practices that are rich in conversation. Through these conversations, the teacher comes to understand what the learner wants to learn and how to orchestrate experiences that enable the learner to construct meaning, understanding, and knowledge.
Literacy in this sense, goes beyond teaching children how to get meaning out of texts. Instead, it redefines the concept of what a text is. Tradebooks and works of fiction have become the new textbook.
Deanne Camp (2000) recommends that in the elementary grades, teachers pair fiction and nonfiction texts together as either the sole or supplementary textbook for content areas. The nonfiction book is used to answer questions in a straightforward manner; the fiction text presents the content in an easy-to-comprehend manner.
Lettie Albright (2002) recommends that picture books be used to supplement all content areas. She includes in the definition of picture books fiction, informational books, and poetry. The only requirement is that they be well illustrated, and that the illustrations contribute to the understanding and enjoyment of the story. Albright provides this rationale for using picture books:
Why read picture books aloud in content areas? Reading picture books aloud is an ideal strategy for content-area teachers because of the short format, in-depth treatment of topics, and visual and content appeal of the books. In addition, picture books attend to a wide variety of topics and can be used in any content area. Although many intermediate and middle school teachers do not consider using them because they believe they are for younger children, numerous picture books are better suited for older readers, because they address more mature issues...
There are indeed multiple advantages to reading aloud to students in content areas. According to Alvermann and Phelps (1998), short read-alouds "can be used to develop interest and motivation, to introduce a new topic, and to illustrate practical applications of content-area concepts, and to inject a measure of humor into the classroom." Reading aloud informational books contribute to the students' store of knowledge while stimulating their curiosity and pleasure in reading. The days of the boring textbook of yore are (hopefully) limited.
References:
Albright, L.K. (February 2002). Bringing the Ice maiden to Life: Engaging adolescents in learning through picture book read-alouds in content areas. Journal of Adolescent & Adult Literacy.
Alvermann, D.E. & Phelps, S. F. (1998). Content reading and literacy: Succeeding in today's diverse classrooms. (2nd ed.). Boston: Allyn & Bacon.
Camp, D. (February 2000) It takes two: Teaching with twin texts of fact and fiction. The Reading Teacher.
Guillaume, A.M. (1998). Learning with text in the primary grades. The Reading Teacher, 51, 476-486.
Richgels, D.G. (March 2002) Informational texts in kindergarten, The Reading Teacher.
Robb, L. (2000). Teaching reading in middle school: A strategic approach to teaching reading that improves comprehension and thinking. Scholastic Professional Books.
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