Q & A

Q: I'm required to teach all subjects: math, language arts, social studies and science. I never feel like I have enough time to teach it all well. How do I fit it all in?

A:We feel your pain. One way to ease this pressure is to find meaningful ways to integrate reading and writing with content area studies. There are so many excellent, leveled nonfiction trade books available now. It finally is feasible to explore content while teaching reading. An added benefit? Your students learn content better when you are scaffolding comprehension! For example, we combine a reading unit on questioning with a writing unit on organization and a social studies unit on native Floridians. As we teach the components of questioning, we provide students a variety of texts about the tribes in our state. We show them how to use questioning to facilitate comprehension and support them as they use their new strategies. After exploring the organizational pattern of Question and Answer books, we have students write their own Q and A books on a tribe. More specific information on these units can be found in our book, Comprehension Shouldn't Be Silent (2007) Newark, DE: International Reading Association.


Q: How can I ensure that my students are using the reading strategies I've taught?

A: We too were frustrated by students' seeming inability to transfer what was taught during reading instruction to other reading they did throughout the day. This, in fact, drove us to develop The Metacognitive Teaching Framework (MTF). The MTF is a fluid teaching sequence that ensures students use newly learned reading strategies when it matters most, during independent reading. Utilizing the theory of gradual release, the sequence progresses from teacher–directed think–aloud, to refining strategy use in small and whole group, to letting strategy use gel in textbook and literature circles, all the way through to self–assessment and goal–setting. R5 (Read, Relax, Reflect, Respond, and Rap), our structured independent reading block, allows the teacher to coach and/or facilitate strategy use. To learn more about R5 we recommend that you visit one of our teaching resources or the articles that have been written on this approach.


Q: How can I convince my administrator that independent reading is important?

A: From this question it would seem that your administrator does not value independent reading. First, get familiar with the research. Numerous studies illustrate the positive impact on students in terms of achievement and affect. In fact independent reading can:

                       -Increase vocabulary acquisition
                       -Enhance performance on standardized tests
                       -Predict reading and writing achievement
                       -Promote comprehension
                       -Improve attitude toward reading
                       -Increase the desire to read
                       -Develop a self–confidence and self–efficacy.

Second, be clear on what you mean by independent reading. Although there are times when choice or free reading is appropriate, if independent reading does not include monitoring and feedback, there is little support for taking instructional time for this purpose.