Module 2: Reading Reflection

"The major folklore of reading instruction relates to the "theory" that reading is considered an exact process. In other words, the reader is expected to read everything exactly as printed on the page in order to understand the message of the author. In general the consuming public, legislatures, courts and too many educators hold to this theory. It is like the theory of the world being flat during the time of Columbus" -Robert Harper and Gary Kilarr

I agree with Harper and Kilarr's statement. Reading cannot be done exactly right every time and in every situation. And even if it was, students would never learn or benefit from reading. Part of learning how to read is learning from your mistakes- just as it is with so many other things in life.
A reader who might not be proficient in word recognition might still be able to gain meaning from text. One way this can be done is through personal context, mentioned on page 43, "We can and do use our entire personal context of knowledge and experience, our schema (including our entire social and cultural context, our background) to help us identify (and sometimes misidentify) words". Sometimes a student can simply rely on their prior knowledge to help them reach the meaning of a text, despite miscues. Readers can also gain meaning using language cues, "our intuitive knowledge of syntax, our grammatical schemas, enable us to use word endings, function words, and cues, the meaning relations among words and sentences in the text we are reading" as described on page 52. If a reader is familiar with these things they will be able to determine meaning even if they miss words occasionally. These are just two ways that prove that reading is not all about total accuracy. A student who can read every word perfectly might have trouble gaining meaning, making connections or reading for pleasure.  Lastly, the book tells us on page 63 that good readers, "are reading to construct meaning, rather than to identify words". Getting bogged down by all of the words in the text will make the reader lose sight of the meaning, and I believe that there is no point in reading unless you are gaining the meaning.
As teachers we have to accept that every child learns differently. They come from all walks of life and have all different experiences. As long as our first priority is for all children is the same- making them the best readers we can who enjoy doing it, too- the theories we teach them with should be second. Harper and Kilarr are right, there is no way that reading could only be taught using an exact process and doing so would only show you to be an ignorant educator.

References: 

Weaver, C. (2002). Reading Process & Practice (3rd ed.). Portsmouth, NH:  Heinemann.