Reading Comprehension Is Now Everyone's Responsibility

This author identified a major pre-high school problem that has existed for many years.  It is also a major high school problem, as well.  He identifies the fact that our students do not have a reading problem, they can decode words, rather they have a reading comprehension problem.

Where I believe he is wrong is to say that this is a fairly recent problem so teachers may not have the tool kit for teaching comprehension.  In 1989 when I was first assigned as a middle school principal, we already saw the same issues relating to reading comprehension.  In the late 1990s when Open Court was introduced we saw students were excellent decoders but did not have strong comprehension skills.  In fact, I spoke personally to middle school educators from Northern California where Open Court was well established and they told me the same was true for their middle school students.

Two thoughts come to mind:

First, why have teachers in preparation programs not received more tools for their reading comprehension tool kit?  After all, we have recognized this problem for a long time?
Second, I hope that Common Core with its assessments will now drive changes that have not taken hold in the past.  I remember in the mid 1990s State legislation with corresponding funding (unusual) required all schools to provide reading comprehension training at all schools led by local staff who received special training from the district.  We did a pretty good job I thought, but many secondary content teachers did not see the teaching of reading as their responsibility.  This lack of training success was reinforced for me when I became supervisor visiting many schools and classrooms around our district.

I now believe that we did not create significantly important context for non English Language Arts teachers to believe that reading comprehension was part of their responsibility.  Just saying something will not lead to change in this profession.  We need to help people understand purpose for change.  In California, that was difficult because the real teacher assessment came from STAR test results, and those end of year assessments were certainly content specific, so when would a teacher offer the skills development students need?  Time on skills pulled teacher and students away from the existing standards coverage, which was very difficult to complete during a school year already.  With high hopes, I see Common Core as the way to bring greater urgency to all teachers that improving reading comprehension and building related 21st century skills is part of the job description for all educators.  Assessments always have and always will drive instructional practices.

The author provides three areas of focus to make the teaching of reading comprehension part of every educational classroom.  

Does your school have the structures in place and the staff leadership that will allow practices such as those suggested to occur?

Please read the article at the URL I am including when you have time.  This could lead to some excellent educator conversations that need to take place within schools and within educator networks.

Happy Thanksgiving.

Larry

http://www.huffingtonpost.com/sheena-hervey/literacy-crisis-in-middle_b_4304969.html