Reading Program Analysis
During my class on Reading in the Elementary School, we completed a reading program analysis. For this project, we each had to choose a reading program to analyze with research to find out if it was reliable, based on research, and what the research shows. This is a great technique for teachers, literacy specialists, and administrators to use to assess whether the programs being used in the school are effective for the demographic of the school. When trying to better support students from low income background, teachers can use these analyses to determine if the program will benefit the students and if the research proves it.
ABC Presentation
In this class, we participated in Action Book Clubs where we chose a book we wanted to read and discussed it with peers. At the end of the semester, we presented what we learned from the book. I was in the book club for the book, On Poverty and Learning. This book discussed the hardships faced by students from low-income backgrounds and strategies teachers can use to reach them. Here are some of the strategies I thought were beneficial and efficient:
1. Make time for Extras: Allow for extra time in the morning and after school for students to work on projects, ask questions, use the internet for assignments, and complete homework. This extra time gives students from low-income backgrounds a higher chance to succeed. Your support as their teacher is crucial.
2. Imagine their obstacles and see their strengths: Especially if you never experienced low-income struggles, teachers should think about the challenges their students face and see the strengths of each student. Realizing what these students go through can be eye-opening to any teacher and answer some of your questions about the student's performance.
3. LISTEN: This was in all capitals because of the importance. Students will open up to teachers if they will listen and what you learn from this can help you to better support your students.
4. Connect curriculum to students' interests-one word, MOTIVATION: When the lessons are connected to students' interests, they are much more likely to pay attention and learn from it. Their interests motivate them and teachers should use these motivators as much as possible and appropriate for learning.
5. Debunking the Myth: Poor parents aren't involved in education because they don't value it: This myth has been debunked multiple times. The longer teachers think like this, the less these parents will be involved. Teachers have to reach out to these parents and find ways to help them support their child. Curriculum nights that are various days and various times to cater to parents' schedules is just one way teachers can support their parents.
6. Summer Reading Programs: If schools provide a summer reading program to their students from low-income backgrounds, it has been proven that they can prevent students from the detrimental effects of the break on reading. (Kim & Quinn, 2013) Schools have started book mobiles that visit neighborhoods of students from these backgrounds that gives them a certain amount of reading time of quality books, they would not have had otherwise.
Top 10 Synthesis Statements
At the end of the semester, we wrote a final paper naming the top 10 ideas we learned about during our semester. My top 10 were choice, balanced approach to literacy, the 6 T's of Effective Teachers, balancing a multilevel approach and developmental approach to word identification, fluency as an outcome for proficient reading, strategies for teaching comprehension, framework for effective vocabulary and what doesn't work, increasing the value of reading for reading motivation, using quality books for read-aloud, and supporting readers who struggle. All of these strategies and ideas are best practices that support diverse learners, including those from low-income backgrounds. Choice is one of these ideas that support students from low-income backgrounds. Allowing them time to choose and read their own books motivates students to read and gives them reading time they may not otherwise have at home. Using quality books for read-alouds also supports these students by allowing them to see fluent readers in action and enjoy quality, diverse books that they can relate to or learn from they may never get to read. Balance is a big factor in literacy and it supports our students from low socioeconomic statuses. This balance provides the different support students need whether explicit phonics or comprehension strategies. All students must be exposed to each of these practices, that is why a balanced approach is necessary.
Kim, J. S., & Quinn, D. M. (2013, September 1). The Effects of Summer Reading on Low-Income Children's Literacy Achievement From Kindergarten to Grade 8: A Meta-Analysis of Classroom and Home Interventions. Retrieved from https://journals.sagepub.com/doi/abs/10.3102/0034654313483906
Scherer, M. (2016). On poverty and learning: Readings from Educational leadership. Alexandria, VA: ASCD.
Scherer, M. (2016). On poverty and learning: Readings from Educational leadership. Alexandria, VA: ASCD.