Initial Personal Model of Reading Theory

I believe that there are many ways to become a successful reader. For example, phonics instruction gives students specific guidelines of how to read. Phonics skills act as recipes to help guide children while reading. Cognitive skills allow for vocabulary improvement and connections to their own lives. Metacognitive reading instruction involves world concepts of reading. You begin with the basics such as sight word memorization and word implementation. With repeated practice children begin to remember key words within the texts and become successful, avid readers.

I believe that reading is a lifelong skill. You must surround children with a broad exposure of reading genres. They will learn to pick out books that peak their interests. Avid readers surround themselves with a print rich environment. They read anything and everything in sight. Avid readers are strong, eager and enthusiastic learners.  My theory of reading derives from student assessment to properly identify which reading level is appropriate for them, and I develop engaging activities to enrich my student’s reading experiences.

Within the classroom, as a first grade teacher it is my priority to make reading fun and enjoyable.  I believe that reading is a lifelong skill, and I am looking to build a learning environment where reading is fun.  My goal as a first grade teacher is that each of my students feels as if they are a successful reader. The primary way I deliver reading instruction is through small group differentiation. It is vital that I assess each of my students to find out their independent, instructional and frustration levels while reading. Once I have assessed each student I pull books from their instructional level and host guided reading groups. Within the groups we discuss key vocabulary terms, build words, ask questions, and make predictions while practicing reading with expression.  I have found this to be effective within my own classroom and throughout many practicum experiences.

Other instruments I have created act as sprinkles on a cake. These are the small things I have implemented within my own classroom that make learning to read fun and enjoyable. Within my class my students became familiar with sight word “boo boos”, pipe cleaner reading glasses, and “cowboy” reading. Sight word “boo boos” helped with repeated practice. I would write the sight word on a Band-Aid and the child would stick three at a time on either their hands or knees. Throughout the day I would ask what word was written on their Band-Aid, and they would have to use it in a sentence. This went on until they were extremely confident using the word which complemented their reading fluency.  Participation in my reading group allowed students to create their own pipe cleaner glasses. They would actually wear these during instruction. My students were also given chances to participate in “cowboy reading”, they were allowed to turn their chairs around backward and straddle it like a horse. They would rest their books on the back of the chair. All of these “sprinkles” really seemed to make reading fun and exciting for my students. I could see the joy and enthusiasm in their expressions while they were reading and learning.

I believe that by making reading fun, I am giving my students the opportunity to develop a passion for lifelong reading. By surrounding children with a broad exposure of reading genres they will stay interested, and they will be able to connect while relating to their own life experiences. Once they have adapted their own reading styles and interests they will emerge into avid readers with the aid of the strategies and “sprinkles” implemented within the classroom.