Module 1: Reading Reflection


There are major differences between the skills approach to literacy and the comprehensive/sociopsycholinguistic approach. Skills approach is simply looking at how well a child identifies words by identifying letter sounds and decoding. This approach puts a major push on phonics and fluency. Can the child identify the phonemes? Can the child read a text rapidly and correctly?  By using the skills approach the student’s prior knowledge/schema is not taken into consideration. Therefore, there is no understanding or comprehension of the text read.
The comprehensive or sociopsycholinguistic approach looks at reading as a combination of schema, letter sounds, visual aspects, context, and meaning. The comprehensive approach takes the reader into consideration, such as, what their background knowledge/schema is. Are they reading the text the way they are because of a previous experience?  This approach shows that reading is not just phonics and fluency. Reading is a pieces the make a whole. You must not just know how to read the words, but you need to have meaning and understanding of what you are reading so you can comprehend.
As an educator, I feel that the comprehensive or sociopsycholinguistic approach is the best approach because it enables understanding and comprehension.

Comments

  1. UnknownJune 12, 2013 at 9:53 AM

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  2. UnknownJune 12, 2013 at 9:55 AM

    I liked your questions you asked wondering if the children are reading the text a certain way based on past experiences. I teach second grade and I think that even as early as pre-k the students should be learning not only the meaning of the words but a personal connection to each word as well. I tend to relate to things better when I have a personal connection to it. I think as educators we something spend so much time on running records and phonics that we forget that the students might be slower readers because they are searching for prior connections.

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  3. UnknownJune 12, 2013 at 2:08 PM

    I agree with you in that the comprehensive approach to reading is the best approach. I am a 5th grade teacher and this year we began a new "literacy" program that replaced our spelling curriculum. We are going back to teach phonics and testing our children on non-sense words. By implementing this program I do not see how the children are learning to read any more fluently or accurately, which is what the program was intended to do. I think all children from an early age have a view of reading altogether based on their home life. If a student comes to school in Kindergarten and has never been read to or seen someone read, then they are not likely to be interested as a child who has been exposed to reading. There is also the opposite effect which is a student who hasn't been exposed and therefore is more eager to learn, just due to the lack there of. I strongly agree with background knowledge and personal experiences and connections affecting a reader from a very early age.

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  4. Madison BoydJune 12, 2013 at 2:18 PM

    I definitely agree with you that the sociopsycholinguistic approach is the best approach for teaching literacy. We read to understand the text and gain some type of knowledge. If meaning is not the focus of literacy instruction, how can we prepare our students to become skilled readers? So much of the given curriculum is deeply rooted in phonics and teaching letter-sound correspondences, but much less emphasis is put on comprehension. Children often can't figure out why they aren't understanding the text if they were able to read every word. I also liked what you said about using background knowledge to gain meaning from literature. This is such an important skill for readers in order to have a better understanding. Being able to make a text to self connection helps students increase their comprehension abilities and thus become a sucessful reader.

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  5. UnknownJune 12, 2013 at 5:51 PM

    I completely agree with you on the comprehensive approach as well. Like Amanda, our county just switched to a "Recipe for Reading" program and in the program we go back to teach phonics. We test them on sight words on a day to day basis. All year long I wondered how that was truly helping my students develop on the comprehension level. I feel that the students would focus more on one word and how to pronounce it which abled them to lose focus of everything they just read. I think that them having making personal connections not only helps their comprehension level, it also helps them enjoy reading.

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