Module 3: Activity 2

What do you think of this? What do such activities and "cracking the code" contribute to proficient reading? What else might a reader need to become proficient? Record your thoughts in a blog posting. 

During my undergrad studies at Auburn University I used a technique very similar to the one we saw in the video during a summer reading program (the child did not have identified learning disabilities). The professor I was taking the class from had a very strong belief in this method and believed that we should teach our students to read this way. At the time, and still today, I see the benefits of "cracking the code" this way. Having the students break down words into their phoneme parts allows them to see patterns and get a feel for letter sounds. Also, by having them physically touch the letter tiles, makes everything more tangible and real for them. However, I am not confident that this strategy makes children fully proficient readers. What are they to do when they come to a word that does not follow previous letter patterns or is an exception to the rule? By telling them the correct word isn't that switching the teaching style back to whole language? As far as nonsense words, I think they are something unique that we should use as a way to gage the level of phonics comprehension our students have. They should not hold a lot of weight, but can certainly be used as a tool if the teacher chooses. 

Because of these reasons, I think it so important that we teach reading instruction from a variety of angles. Like our text states, children do not end up reading words letter for letter when they are proficient- so it is unrealistic to exclusively teach them in a way that does so. Of course phonics should be a focus, but we should include whole language and other aspects as well. In this same way, I believe children should read words in interesting and meaningful texts to become proficient readers. They need texts that they can comprehend, because that is the ultimate goal of reading. 

One thing the video did get right though, is encouraging and supporting students when they make reading successes! Teachers should always find ways to do this, praising even the smallest of successes with every student.

Weaver, C. (2002). Reading Process & Practice (3^rd Edition), Portsmouth, NH: Heinenmann.