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Reading Philosophy
Reading is the strategic process
of constructing, examining, and extending meaning from
text. Good readers have developed effective strategies
for approaching any text, monitoring their comprehension
of that text, and repairing their understanding when it
has failed. Reading growth occurs as students read real
texts for real purposes and when instruction equips them
with the strategies of effective readers-taught through
careful modeling, application to varied text, and
individual reflection upon those strategies.
The middle school and high school reading programs
strive to produce strategic, independent readers who
value reading as a life-long pursuit. The programs are
based on what is known about reading, readers, and
reading instruction, and they reflect the reading
standards of the Voluntary State Curriculum.
Beliefs About Reading
- Text is a symbol system open
to interpretation.
- Reading comprehension results
from the transaction among readers, texts, and
varying contexts.
- Reading is a holistic,
developmental process that must be personalized by
each reader.
- Readers must be inspired and
encouraged to take charge of their own reading
development.
- The effective reader uses
personalized strategies to monitor comprehension and
construct meaning from text.
- Literacy involves integration
of all the language arts, but writing particularly
enhances reading growth.
- Readers must engage in both
intensive and extensive reading.
- Choice is an essential
element of reading.
- Excellent readers are
reflective readers.
Beliefs About Reading
Instruction
- The teacher must create a
safe environment where readers are encouraged to
take risks.
- Readers should be involved in
authentic reading-real texts read for real purposes.
- Reading instruction must be a
positive, encouraging experience for all students.
- Readers need to be taught
strategies for reading rather than isolated reading
skills.
- Reading instruction must
occur within the context of real reading.
- Readers must learn to develop
plausible and coherent interpretations of text,
rather than merely correct ones. Students need
regular class time for reading.
- The reading curriculum should
provide age-appropriate reading activities for all
students in the program.
- At-promise readers, those in
need of supportive reading services, need
challenging reading programs, interesting texts, and
interaction with better readers.
- The goal of evaluation is
self-evaluation: All students should learn to
reflect on their own reading processes, as well as
comprehension.
- Reading growth is best
assessed through informed teacher observation,
portfolios, and performance assessments in which
readers respond to real text.
Contact:
Sharon Stein,
Instructional Facilitator
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