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"Straight Talk About Beginning Reading Instruction" Forums....
The Discussion Continues

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The article "IRA Forums Tackle Tough Topic" in the April/May issue of Reading Today highlights the International Reading Association forums on "Straight Talk About Beginning Reading Instruction." These forums were held January 30 in Evanston, Illinois; February 26 in Sacramento, California; and April 4 in Austin, Texas.

The International Reading Association created the forum series in response to the extensive public and professional discussion currently surrounding the issue of the best way to teach beginning reading. As IRA Board member John Logan of Northbrook School District 27 in Illinois said, "We thought that the IRA forum concept might be one way for us to take a proactive position on issues related to beginning reading instruction. The timing of the forums was also important because reading has become a national news topic."

"I would hope that as an organization IRA is energizing to give a voice to our profession and the issues we are concerned about," added IRA Board member James V. Hoffman of the University of Texas-Austin. "We are taking a strong initiative and leadership in getting information about important reading issues out to new constituencies, such as legislators. I think we are challenging some of the ideas being promoted nationally that are not always considerate of all the points important to reading educators."

Featured speakers at all three sites were Patricia Cunningham (focusing on beginning reading instruction), Richard Allington (focusing on disability research), and James V. Hoffman and Gerald Duffy (focusing on teacher education). Participants at both of the first two forums commented on the value of Cunningham's practical advice, Allington's review of pertinent research, and Hoffman and Duffy's insights into teacher education issues.

Hoffman said that he and Duffy emphasized two main points: that issues in teacher education should be of concern to all educators because they affect the entire profession; and that many current policy initiatives and mandates don't reflect or recognize the complexity of teaching.

Overall, the forums generated discussion and stimulated further thinking about the issues raised. Participants left the forums with not only a better understanding of the complex and sometimes contentious issues currently surrounding the vital topic of beginning reading instruction, but also some new questions for them to consider.

Camille Blachowicz and Donna Ogle of National-Louis University and other members of the NLU Reading Leadership Institute, including master teachers, curriculum coordinators, and administrators, helped facilitate the forum in Illinois, and they collected comments and directed the lunch reflection groups.

Overall, the NLU educators felt that participants "were thrilled with the conference. They were excited to have so many important researchers and teachers in the same place and to have chances to interact with them in different ways." However, the members of the Reading Leadership Institute also thought the forum raised a number of questions that should be addressed in future conferences or through other avenues:

What about cultural diversity? Do students in poor, urban schools benefit from a more structured program? What does the research say?

With a balanced program, what do you do with kids who still struggle? What are the speakers' perspectives on early intervention?

What should be essential learnings in teacher education programs? Where is assessment for instruction?

How can we avoid these continual pendulum swings?

How can we communicate with and influence legislators? Why have we been so ineffective? Why do legislators think educators are doing such a bad job?

Where is the research on the effects of a balanced program?

Where is the research on multilevel grouping?

Do the participants feel it is important for kids to read on their developmental level and then move ahead through material of increasing difficulty?

Where is the communication with preschool educators and kindergarten teachers?

Readers of the April/May issue of Reading Today were invited to monitor or even participate in further discussions pertaining to these questions through the Critical Issues section of Reading Online. So, please add your responses, comments, and questions to the discussion forum established to promote continued dialogue among literacy professionals about beginning reading instruction.

Transcript of the Discussion Forum

Editors' Note: When this page was posted in Reading Online, readers were invited to comment on it through a bulletin board feature that was discontinued when the journal was redesigned in July 2000. Following are the comments posted to that bulletin board.

Readers who would like the opportunity to comment on this or other articles in the journal are invited to post messages through ROL Communities.

Post 1

Author: Sande_Raabe
Date: 09-29-1999 13:17

Any time you make a student a partner in a situation and involve that student actively in a positive way, with a positive outcome you show you value that person. Maybe Shawna needed you to give her some extra responsibilty. This showed her that you did value her as a human being instead of a disruption.

This opened Shawna up to participating in a positve way to the subject at hand. Now she has some personal invilvement in your class because she whas chosen to be the leader for a few minutes and she did a good job.

Reply 1a

Author: Laura McLaughlin
Date: 12-02-1999 16:55

While I have not yet had any practical teaching experience, I feel that Steve's experience makes perfect sense. Studies in interpersonal communication have shown that people generally fulfill our expectations for them, and if we expect students to be disruptive and troublesome they will generally do just that. Shawanna has probably never been trusted with the kind of responsibility that she was given, and now she not only is encouraged by her teacher's trust, but also by the success of meeting her obligation. That improved self worth will no doubt carry over into her other work in the class, and hopefully her other classes as well. The support of her teacher is a priceless gift to her future educational success.

Post 2

Author: steve _vajda
Date: 09-15-1999 17:32

Today I read an amazing letter from one of my seventh grade students. She had been a disruptive influence in my class for the first two weeks. However last week I had entrusted her to watch over the class for five minutes while I went to the room next door. When I returned, the class was oddly quiet. I didn't make anything of it until today. In her letter, Shawana wrote that by my trusting her to watch the class for a few minutes, I had given her self-esteem a boost. What intrigued me was that she transferred this new self-confidence into her reading. In her words she had found 'the courage to read.' Shawana is now a cooperative and willing student. She even promised me that she would not fall asleep in my class anymore! My experience closely relates to Mrs. K in the book Just Teach Me, Mrs. K. Has anyone else experienced this?

Reply 2a

Author: Brian_Martin
Date: 12-03-1999 15:35

Wow, Steve. What an encouraging experience in your classroom! This incident supports what I have been told: it is necessary for students to have some sense of responsibility and ownership in the classroom. Thinking back to my past experiences, I see the truth of this principle. When I felt that I played some role in a classroom or organization, I was more eager and "courageous" to participate in the group. I still remember the positions that I held in my Boy Scout troop as a kid. Because I had responsibility, I wanted to attend meetings and become more involved in the troop. The other guys were counting on me, and I wasn't going to let them down.

Still trying to think through how I can incorporate this into my classroom. Making 25 students feel a sense of ownership in the class is no small task I'm sure. If anyone has any suggestions, I'd love to hear them. Thanks!

Reply 2b

Author: carol_borsheim
Date: 12-17-1999 21:03

Have you considered using literature discussion groups with assigned roles - facilitator, expert,...etc. ?

It takes some time to teach each role, but breaking the class up into smaller groups gives each student a role to play in the discussion time. It also decreases the teacher's direct control of discussions, so a report format & a rating of each person's participation is an essential ingredient of such a format. (Some literature refers to these groups as "grand discussions", book clubs, Socratic dialogues.) Such co-operative learning strategies are particularly well-suited to middle school aged students who desperately search for a sense of belonging & acceptance & value.

I agree that Steve has had a real breakthrough with Shawana. He has also had a break through as a teacher, because he took time to reflect on the event & look for ways to have the same impact on others. BRAVO!!!