Module 6: Reading Reflection

Does any of the information presented in Chapter 15 influence your personal philosophy of reading? In what ways? How has your perspective this changed since you took the DeFord TORP a few weeks ago?

Chapter 15 of Weaver’s text further shaped my personal philosophy of reading.  One of the first points made in the chapter referred to decodable and predictable texts.  Many classroom resources provided to help students learn to read are decodable texts.  Nearly every word in that type of story follows the same pattern.  I’ve caught myself, sometimes, reading these texts with students and having to actually look back when asking questions for comprehension.  I definitely understand Weaver’s point that decodable texts are unnatural and the reading is “nonsense.”  Predictable texts, on the other hand, make sense and are still a text most students will be able to successfully read.  

The idea that reading is a whole-part relationship also influences my thoughts about reading.  I understand that reading doesn’t happen when students are taught individual words or strategies in isolation.  Students learn to read through texts, and in those texts, teachers take time to draw students’ attention to skills, strategies, or unknown words that are relevant.  Everything is taught in context.  In addition, Weaver reiterates the benefits of a comprehensive literacy program, and that each aspect and component is valuable to students learning to read.  

At the end of the chapter, Weaver discusses phonics.  One statement I found particularly profound was “Those outside education often see phonics as reading rather than phonics as a part of reading, or an aid to reading” (Weaver, 2002, p.376).  This really rang true to me, especially in the way that many people, and even some schools, view phonics as the most important indicator of reading.  

Taking the DeFord TORP a few weeks ago, I noticed that the majority of my answers fell in the 2 or 4 range, meaning I didn’t possess strong feelings either towards agreeing or disagreeing with the statements.  Taking the DeFord TORP again, I found myself marking 5 and 1 much more frequently.  Over the course of the semester, through reading Weaver’s book and research I have read, I feel more strongly about certain areas of literacy.  Although my overall view of literacy has not drastically changed, I do see how my ideas have evolved and developed this semester.