SU19 L504-Identifying and Working with Learners w/ Literacy Difficulties

Raphael et al. (1992), “Literature instruction had focused on learning the “correct” interpretation, understanding how texts were structure and how they communicated their meaning.” (p. 54). This was something that I experienced during my time in school, where at times we were not looking for anything other than what the book was saying…and if we did not get that correct… we were incorrect. However, the issue with this notion and practice is that people interpret texts different as each of us have unique identities, experiences, etc. that ensures our interpretation of texts (or anything) is going to be, in some ways or another, unique. Thus, “More recently, reader response criticism has favored emphasizing the readers’ experiences as the source of meaning .” (p. 54) Raphael et al. (1992) introduces the ideas/concept of book clubs and explains that these focus on the individual perception/interpretation, sense making… and that “Reading has become more than a place to read silent...

Book Clubs:  Literacy Through Discussion "Responding to literature through discussion, preferably in small groups, is a time-honored way to promote literacy growth through reading, reflecting, and reevaluating one's response in light of the responses of others." (Sloann, 2002, p. 28) Critical literacy seeks to interrogate issues of equity present in texts and society, for individuals to make applications to their own lives, and for individuals to take action towards social justice. When our students reach adulthood, they will be in relationships with people who aren’t like them. They need to know how to talk with others in away that doesn’t cause a fight. Book clubs provides a platform for students to express their thoughts about BIG ideas and practice their responses to people who might oppose them.  In the article by Robin Jocius and Samantha Shealy, they mention " we believe that student-led book can empower readers and writers to cr...

“ Blaming the children's parents, the culture, and their language for their lack of success in school has been a classic strategy used to subordinate and continue to fault the ‘victim.’ ” (Flores, et al, 1991, p. 371) We are all familiar with terms like at risk, below grade level . They are labels we are used to seeing associated with certain students often without thinking of the historical, social, political or economic origins of the terms or the implications they have for students labeled as such. If we are not conscious of the origins of such labels or how they are likely to shape a students relationship to school, then we will be responsible for perpetuating, “policies of those in power that are used to control those who are not in power” (Flores, Tefft Cousin, Diaz, 1991, p.369). As educators we are obligated to advocate for all students, especially those that need extra support. Too often children are blamed when they don’t succeed. As stated in the article Transf...

“Translanguaging, on the other hand, emphasizes the reality that languages work together in the minds of bilinguals and that, in practice, bilingual individuals typically utilize all of their linguistic resources in fluid and dynamic ways.” Mikel Cole A few decades ago I was on a local modified race car team as a pit crew member. During this time, I specialized in tire wear and pressure.   My job was to interpret the drivers’ words, weather conditions, the weight distribution of the car and communicate this information to the rest of the team. By working together and having developed a communication plan, the team would perform better each week as the season continued.   On the other hand, when I share with my parents how the race went the night prior and the impact of the tires on the race, they would sit their confused because they couldn’t translate my terminology.   Many of you have been on sports/teams in your past....