| Teacher Says: How Do You Read with Big Kids?
Hosted by Evelyn Vuko
Washington Post Education Columnist
Guest: Dr. Maureen McLaughlin
Professor, East Stroudsburg State University
Tuesday, April 15, 2003; 10 a.m. ET Though you can't sit together and read about cats in hats or birds with big orange feet, you can help middle and high school kids increase comprehension, vocabulary and phonics skills. How do you read with big kids? Join Post Teacher Says columnist Evelyn Vuko and guest Dr. Maureen McLaughlin, an education professor at East Stroudsburg State University in Pennsylvania on April 15 at 10 a.m. ET.  | | Dr. Maureen McLaughlin | Submit your questions and comments before or during the discussion. McLaughlin, is a reading and language development expert and author of many books on reading comprehension. She is a professor of education at East Stroudsburg State University of Pennsylvania and has served as chair of the National Reading Conference's Ethics Committee and the International Reading Association's Assessment Committee. She is a frequent speaker at international, national, and state conferences and is a consultant to school districts and universities nationwide. Her publications include Houghton Mifflin's "Mathematics Performance Assessment: A Practical Guide to Implementation." She has also co-authored "Creativity and Innovation in Content Area Teaching" (2000); "Guided Comprehension: A Teaching Model for Grades 3-8" (2002); "Guided Comprehension in Action: Lessons for the Classroom" (2002) and "Guided Comprehension in the Primary Grades (2003)." Editor's Note: Washingtonpost.com moderators retain editorial control over Live Online discussions and choose the most relevant questions for guests and hosts; guests and hosts can decline to answer questions.
Evelyn Vuko: Big kids--middle and high schoolers, college kids, even grown-ups can be troubled by reading. Don't set those books aside! Join reading expert, Dr. Maureen McLaughlin and me today instead. We are full of tips and tricks to make reading a wonderful place to go. For kids of all ages.
Orono, ME: My six-year-old is a great reader...he's way above his grade-level. But he's not a good writer. He seems to have problems with the process of forming letters, and a as a result, he sticks to short, simple sentences. He's got a lot of ideas...but they don't come through in his writing. Is it unusual for children to have very different skill levels in reading and writing? And do you have any practical advice for bridging the gap? Dr. Maureen McLaughlin: Reading and writing are inextricably linked processes, but both are developmental. I would encourage your child to write for a variety of purposes -- for pleasure (write stories, notes to friends), to inform (messages to parents, family members), for fun (alternative endings to favorite stories, continuing adventures for his favorite story characters) and for reflection (maintaining a journal about experiences he has had, books he has read). You may also want him to illustrate his writing. His short, simple sentences are a great start.
Vienna, Va.: My niece is 8 years old and she is starting the creative writing process. I've noticed that she occasionally does not spell well. Anything I can do to help her with reading and spelling? Dr. Maureen McLaughlin: There are many differing opinions about developing students' spelling, I support the view that invented spelling (students spell the way the words sound) is an important part of students' literacy development, but it is a process that diminishes as students progress in school. Since your niece is 8 years old, her invented spelling should be diminishing -- but you may still see her inventing words that are challenging to spell. I would encourage you to think about maintaining a conversational journal with her, and when you notice she has invented the spelling of a word, be sure to include the conventional spelling of that word in your reply. This will provide support for her and afford both of you a fun, shared literacy experience.
Harrisburg, Pa.: How bad is adult literacy? I read statistics where one third of some cities' graduates are functional illiterates, and there likely is an even higher rate of illiteracy amongst the drop-outs. How many functional illiterates become functional literate? Is literacy something that can be developed by oneself over time, or does a functional illiterate probably need to enter an adult literacy program? Dr. Maureen McLaughlin: Adult literacy is a continuing challenge in our country. For detailed information about statistics on this issue, I would encourage you to read Illiterate America by Jonathan Kozol. The high level of illiteracy in some sections may surprise you. Often times working with volunteers who promote adult literacy is extremely helpful. One important issue is to link the learning to the reader's experiences -- health, food shopping and cooking, gardening -- whatever interests the adult. Incorporating informal writing -- stories about the person's life, notes to friends, reflections -- will help the adult to see his/her progress in learning to be literate.
Frederick, Md.: Is there any research that suggests that children who see their parents reading on a regular basis are more likely to become avid readers? Dr. Maureen McLaughlin: There is a great deal of research that supports the influence of family members on a child's motivation to and ability to read. It's based on the idea that a literacy-rich home environment -- which includes family members reading, writing, and discussing -- provides a good model for the child. The hope is that he/she will do what he/she sees demonstrated and valued in the home. This also applies to parents who read to and with their children. That is often described as the single most important factor in influencing a child to become a reader.
Fairfax, Va.: What are some good books to start a book club for 8th graders? I think that the book club would be an extra benefit besides their reading comprehension class. Dr. Maureen McLaughlin: Book clubs are great; literature discussion circles also work well. I would suggest that you check a few sources. I cannot tell if you are a teacher, but if you are, check out IRA's Young Adult Choices. If you're looking for thematic suggestions at multiple levels, check out Guided Comprehension in Action (available from the International Reading Association, reading.org). It will provide suggestions for 8 different themes. The important thing to remember is to try to select books that will be motivational for the students.
Silver Spring, Md.: How do you get an 8 year old boy to read something other than comic books? Evelyn Vuko: Boys like comic books because the action never stops--super-heroes are very busy people. Show him that book characters can be just as wildly active! Start by listening to books on tape as you transport your son around in the in the car. Focus on the actions and motivations of the main character, and how other characters or events impact him or her. You might start with a wilderness-survival story like The Hatchet by Gary Paulsen, then have him read the sequel, The River, in book form. Dr. Maureen McLaughlin: I would suggest that you talk to him about what kinds of stories he likes to read. Many that are presented in comic format are easily related to books. I would follow Evelyn's suggestion about providing access to authors boys often enjoy such as Gary Paulsen. His book Guts delineates experiences in his own life that led him to write Hatchet. Insights into the authors' lives can be very motivational for students. Be careful to make suggestions for your son to add to his reading -- not to delete his comic books.
Evelyn Vuko: Dr. McLaughlin: one of my readers is interested in knowing how to help her eighth grade son read faster. He has an enormous amount of reading assignments and can't seem to keep up. Dr. Maureen McLaughlin: Feeling a need to read faster is an issue in middle school, when assignments in content areas can become top heavy. I would begin addressing this issue by examining the amount of reading teachers are requiring and the dates the reading assignments are due. For example, are the teachers planning as a team, so each knows what the others are assigning -- or is it a matter of all teachers assigning reading not knowing what others are requiring?
Reading rate is a component of reading fluency, so to help the student read the assignments effectively, I would listen to him read. You will be able to tell if he is reading at a comfortable pace -- appropriate for the text he is reading. If he is comfortable, I would not suggesting trying to get him to read faster, but instead propose that his teachers provide chapter outlines or graphic organizers that will help him to focus on the text patterns and derive the most important information from his reading.
Chevy Chase, Md.: My 10 year old daughter who is mildly ADD, does not like to read the only success has been with Archie comics which she devours. However recently at school the children listened to the tape of "Holes", following this she read the book in a week and loved it - this was astounding for someone who would begrudgingly read the home readers for school at a much easier level!!! It sounds like the methods you are advocating? Do you have any other tips for this child with a high IQ but poor performance at school? Evelyn Vuko: Kids with a high IQ but are reluctant to read often respond better when their imagination is stimulated first. This is best done by listening, which gives them the chance to develop their own images. Why don't you try some storytelling? Tell her a story about her own ancestors or an old toy of yours, something to which she has an emotional link. Tell it with gestures and different voices. Then encourage her to "tell me a story" next time she has an experience or adventure. Then, sit together and write her story down. She might then publish her "book" by reading it to her grandmother. Dr. Maureen McLaughlin: Motivation is the key with most reading experiences. Knowing the child's interests will help. Try to choose a few books you think she might enjoy or read about new books as they become available by visiting your local bookstore. Holes was written by Louis Sacher, who also authored a great group of books about the Sideways School. If she likes humor, you might also try the Time Warp Trio series by Jon Scieszka. (By the way, the movie version of Holes will be out soon!) I would also suggest humorous poetry -- Shel Silverstein, Jack Prelustsky, Judith Viorst. After reading, I would encourage your daughter to respond to what she has read through discussion, a written response in a journal, or an illustration.
Manassas, Va.: I am writing on behalf of my daughter. She has extreme difficulty taking multiple choice tests. She has endured, through persistence and determination to become a veterinarian. She is now in a residency/PhD program to become a specialist, and is back in academia, and in classes that once again have multiple choice tests. She works with foreign doctors who are also having great difficulty taking the tests. Katie was found, after testing in college to have difficulty discerning context clues. Is there something that can help with the test taking? I am writing this with her blessing. She was in the lab and is unable to write you herself. Thank you. Peggy Dr. Maureen McLaughlin: Well, the good news is that multiple-choice tests tell very little about what a person knows and are rarely used; the bad news is that they are still used on standardized tests. My suggestions would be that she learn about context clues text patterns, and questioning (generating and responding to). Resources she may find helpful include Content Area Reading by Vacca and Vacca (2002) and Guided Comprehension: A Teaching Model by McLaughlin and Allen (2002).
The most important thing to remember is that your daughter is wonderfully intelligent -- she wouldn't be where she is if she weren't. Please also remember that even though multiple-choice questions are still included on many tests, they are poor indicators of a person's knowledge and ability to use it!
Silver Spring, Md.: My niece is in 3rd grade and she is beating all the adults in the family when we play Scrabble! Anyway that we can encourage her to keep up the triple word scores? She seems to be more interested in video games than board games and I'm concerned that she will be disinterested in reading at her full potential. Evelyn Vuko: Didn't anyone tell you that the first responsibility of an aunt is to keep her nieces and nephews interested in reading?! Make books a part of your conversations and outings with her. Take her to book signings, book lectures, reading circles, book fairs and storytelling events. Talk to her, with a sparkle in your eye and a lilt in your voice about books you love. And supply a new board game when Scrabble gets old. You have your work cut out for you! Good luck. Dr. Maureen McLaughlin: I would encourage you to engage your niece in writing and discussion as well. Our writing and speaking vocabularies are often larger than our reading vocabularies. Write her fun notes using engaging ways and encourage her to respond in the same manner. You might also want to try some of our teaching ideas: Transformational Rhymes -- Start with a traditional rhyme (Jack and Jill) then delete selected words and ask your niece to provide synonyms (head = cranium); Or writing poetry using poetry forms such as cinquains (for synonyms), daimantes (for antonyms), or acrostics. See Guided Comprehension: A Teaching Model for Grades 3-8 for these and other fun writing forms.
Maryland: This may be a weird question and I'm not sure if any research has been done on this. But has there been a decline in reading due to the rise that kids spend on the computer and with video games? Dr. Maureen McLaughlin: I can't cite particular studies on this, but I can tell you that it is challenging to keep reading as interesting as some of the video games that the kids use. I would, however, quickly note that motivational teachers who know their students interests and exhibit personal interest in reading are doing a lot to keep students engaged. Motivation is a key factor -- just look at the book sales for Harry Potter!
Somewhere, USA: When should parents be concerned of their child's reading when the kids show disinterest in middle school? Should we wait until high school for a reading tutor or should we jump in now? I think later, he might feel resentment due to pride and he wouldn't want us to sit down and read with him. Evelyn Vuko: It sounds like your child's disinterest is already noticeable, which means a habit might be forming. Get a tutor now, someone who will concentrate on comprehension skills and speed-reading techniques. Since middle school kids are fascinated by speed-reading, it's a sure-fire way to stoke their interest. Dr. Maureen McLaughlin: I would suggest talking to your son and finding out what he thinks about his reading. Perhaps he might share ideas similar to those on interest inventories or attitude surveys. There are a lot of reasons why middle school students become disinterested in reading. A tutor may be a good idea -- but first find out why your son is disinterested.
Washington, D.C.: I'd like to encourage parents to limit or even eliminate the watching of "junk tv" in their homes. The passive watching of shows with no value, such as the humiliation tv shows that have become popular, is I feel, harmful to the literacy development of children and young adults. Not only does it shorten the attention span, but it glories in the belittlement and humiliation of people. I hope parents will utilize school and library reading lists as well as get outside with their kids this summer, and let the advertisers and tv networks know we can control our own lives. Evelyn Vuko: I am with you whole-heartedly! There is nothing more unnecessarily embarrassing or intellectually demeaning than watching someone on TV humiliate themselves for millions of viewers. Is this something we want our kids to experience on a regular basis? I vote for disconnecting the wire on the TV for the entire summer. And why turn it back on in the fall? Dr. Maureen McLaughlin: The statistics about the amount of television children watch -- and the amount that adults watch -- are staggering! I would suggest that we try to balance some well-chosen television viewing with reading and discussion.
Ellicott City, Md.: My sixth grade reading classes are a challenge. Literacy levels vary-I often build up knowledge in the classroom with as much student "chat" about a topic as possible. I've noticed that kids are eager to talk (of course) and this sharing time is invaluable in building up prior knowledge before our reading/writing/listening task. It appears that kids need much time devoted to oral language/literacy events. Many students seem to have very low range oral skills, and I wonder how this impacts/connects with reading/writing development. Evelyn Vuko: In my column today, former ESOL teacher and curriculum expert, Marjorie Rosenberg, of the University of Maryland, says that "one of the most significant predictions of reading ability is oral language and experience." The reading in reverse method outlined in my column might provide some tips for pre-reading experiences with your sixth graders. Dr. Maureen McLaughlin: I agree that oral language facility is a critical component of literacy development. Students need time to discuss and express their responses to their reading, but time is often not allotted for that. Literature Discussion Circles and Book Club are two ideas that promote students' oral response.
Fairfax, Va.: Evelyn and Dr. McLaughlin,
I am a tutor and I was wondering what your advice is for first generation immigrants who do not speak English very well? A lot of second generation kids have to learn how to read on their own or the parents really depend on the tutor to play the part of the reading parent. What can the parents do and where should the kids go for guidance if they can't rely on the parents? Evelyn Vuko: Parents should check with their local library to see if they offer story times for kids. Though this is often done only for preschoolers, the librarian might form a group just for older students who are new to speaking English. They should also ask at their child's school to see if an older student might be enlisted to act as a reading mentor. Church groups or community groups often provide mentoring programs, so check out these, too. Dr. Maureen McLaughlin: I would endorse the idea of finding a volunteer literacy organization that may be able to help. If you are tutoring these people, the best idea is to assure that you are teaching reading in ways that will be useful to them -- food shopping, health concerns, childcare. The more practical for their lives, the better.
Evelyn Vuko: Your questions had our antenna whirling today. It is interesting, but not surprising that many of your questions were about kids aged 8 though 13. That's because this is the age when kids are not learning how to read, but reading to learn. And our teaching techniques need to adapt. Stay tuned to Teacher Says for ideas to hone your methods. And turn to Maureen McLaughlin's book, "Guided Comprehension: A Teaching Model for Grades 3-8," available through the International Reading Association at www.reading.org Join me live online again on April 29. I wish you all great books!
Evelyn Vuko: That wraps up today's show. Thanks to everyone who joined the discussion.
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