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Reading Instruction in Secondary Schools

Teaching big kids how to read is a difficult task. The days of sitting on the floor and looking at the pictures in a book are long past for them. Most, if not all have lost the joy they once felt when they sat on the floor of the classroom and listened to their favorite elementary school teacher read to them. Now, when the teacher starts to read aloud in class, they fall asleep. They show little to no interest in what could possibly unfold in the pages of a book.

Blame it on lots of things: televisions, computers, and video games. Many kids could not read before those things were invented. We can blame parents and society, teachers and administrators, but when it all comes down to it, the only thing that really matters is that there are many kids who can’t read in our society, and we specifically, as their teachers, have to do something about it.

Think back to the elementary school classroom. At least 2/3rds of the children’s’ day was spent on reading. They read on the floor, they read in groups, they read silently, and in many cases they were read to at home. Now think about a middle or high school day. Students, who didn’t learn how to read when they were inundated with different reading skills for most of their day, are expected to get caught up in one hour or less a day in a reading class. It almost seems impossible. When you look on the Florida Department of Education’s web site the data seems to support this conclusion. The comparative data for tenth grade students passing the FCAT test in 2005 was 3 percentage points lower than it was in 2001.

So What Do We Do?

The only real answer is to collectively as educators say that we are all going to teach these students how to read proficiently. No matter what subject area or curriculum is being taught. The easiest and best way to do that is to adapt and change our curriculums to include best practices in reading instruction. We can still teach science and social studies, but we can scaffold the students learning so they are required to read, write and think on a regular basis.

Step By Step Process

The first step in this process will be that our lesson plans address the needs of all the learners in our classrooms. Instruction should be kept rigorous and relevant, but scaffolded to include before, during and after reading strategies. Many times I have heard teachers say, “How can I reach my Level I and Level II readers?” The web sites below are just a few of the free sites available to educators who are concerned with teaching all the students in their classroom how to read, write and to think better.

Your Input Necessary

If you have some other sites not listed, please post them on our discussion page so that other professionals may use your resource. By working together we will improve classroom instruction for secondary students.

   
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