A skills approach to literacy breaks reading itself into
very basic building blocks. It is rooted in the idea that in order for a child
to learn how to read they must first learn letter sounds, then build on them to
make letter sound relationships and then eventually put these sounds into
words. Those who developed the concept used a “bottom up” approach. Phonemes
and phonics are also both very important to the fundamentals of this approach.
However, what some argue a skills approach lacks is the reading for meaning and
understanding.
The
approach that does include reading for understanding and meaning is a
comprehensive approach. This approach is rooted in using prior knowledge of
words, experiences and contexts to help the reader learn to read. Much of the
comprehensive approach relies on the different types of processing we use
connecting to and relating to each other. In other words, readers constantly
comprehend what they are reading. Skills approach supporters might argue that
readers cannot even begin this process because they are not able to read the
words in the text.
I see valid
points in both of these skills approaches. During my time as an undergrad I had
a professor who strongly believed in the skills approach. While taking his
class I was part of a tutoring program where I taught a young girl how to read by
using phonemic awareness and phonics skills alone. While she was successful, I could
tell that at times she longed to read more interesting texts that could stretch
her imagination. It does seem however, that the comprehensive approach is more
of the norm. I think as educators, it is our job to do the best we can to
balance all of the different reading theories and use them to benefit our
students, making them lifelong readers.
Hey Mary,
ReplyDeleteI agree with you about the comprehensive and sociopycholinguistic having positive points. The skills approach is what is most common in schools today. We should allow ourselves to use different methods to teach our students to become fluent readers. We should combine each approach to experience the best outcome from our students. Students are unaware of making connections in reading. It is our jobs as teachers to teach our students the best methods to read.
I liked reading your reflection as I feel we have the same perception. It's important to teach our students in the best way possible for them to excel and it may not be heavily on one reading approach or the other. It varies from class to class and student to student. On a side note: I also tutored young children when I was in college using a program that was based on a skills approach, so I know where you are coming from.
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