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RSS FeedOral reading in class causes reluctant readers
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| Agree | 40% | 32 votes | Total: 81 votes | |
| Disagree | 60% | 49 votes |
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Many teachers have used oral reading to develop skills in reading classes and in other classes to get through text portion of particular lesson. In actuality what they may be doing inadvertently is destroying these students' self-esteem and tenacity for learning.
Oral reading is often done in a round robin type activity, and the students with the weaker reading skills can easily be spotted by the look of angst they have on their faces, while they are nervously awaiting their turn to read aloud. Because their skills are lacking they feel humiliation during the entire time they are responsible for the oral reading. The fact that classmates will taunt them because of their slow speed or constant mistakes is mortifying. Of course teachers train their pupils to not poke fun at these lower level readers, but the sighs and moans of rest of the class when the slow readers turn finally arrives can be deafening to the poor child. As a self defense mechanism most of these students will do almost anything to avoid having to read aloud to the class. They often will "suddenly" become ill, or they will have an overwhelming urge to go to the restroom. Some even misbehave so badly that the teacher will be forced to send them out of the room, and this will allow them to not have to risk the embarrassment of having lower level reading skills than their classmates. Soon, many students who lack strong reading skills and are still having to read orally to the class acquire such a deep anxiety for this activity that they quickly build up a wall to reading in general. For a few it is less painful to risk the punishment of refusing to read than it is to try only to fail in the eyes of their peers.
The educators are utilizing more and more small reading groups and creating interesting activities to help struggling readers gain improved reading skills. These approaches will help the child keep his dignity, too. The only time a teacher should actually use an oral reading program is when the class is ability grouped with students who have equal level reading skills. This method means that students will be less likely to taunt their classmate, and their anxiety level will not skyrocket, each and every time they must read. Teacher can use pairs for oral reading rather than whole class. This way the students still have the abilities developed by oral reading.
Learn more about this author, Carrle Hopkins.
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Disagree
If you remember the little kid who hid behind the other kids when it was time to read orally, you may have been my classmate. I was a reluctant reader, but it was not oral reading that made me one. How a teacher handles opportunities for children to share their work will play a huge part in whether or not reluctance evolves. I do not believe in mandatory oral reading for my students, at least not class-wide. Whether we are reading as a class, or in groups, the most essential tool for the growth of educational risk taking is a non-threatening environment. It is not oral reading that causes reluctant readers, it is that reluctant readers are afraid to read orally.
The reasons for reluctancy in reading are many. Sometimes a child is simply just shy. Being the focus is an uncomfortable feeling that is anxiety provoking and often unnecessary. It is better to gradually reduce the reasons for the anxiety and allow the child to volunteer oral presentations, especially in reading. There are our learning disabled children as well. Those that know that even if you have control of behavior in your classroom, they are going to be reamed when they get outside for recess. How could anyone in that position not be reluctant? A secondary issue that arises from such a situation is a dislike of school and learning, which of course, is exactly what we, as educators, are trying to avoid.
So how do we get these children to share their work orally without sending them into a panic attack? We provide nurturing, encouragement, help, positive reinforcement, and the gift of time. When I am confronted by a reluctant reader who I know is truly afraid, I work with that child either in a very small comfortable setting of his or her peers, or individually. I listen to them read, I work with them as I do my less reluctant or enthusiastic readers but I remove the threatening environment that overwhelms them. One of my favorite classroom activities is sharing of journals. It is not mandated that my students share their work with their peers, but they are encouraged to if they prefer. The other children who are learning to be active listeners really enjoy this time of day. Every year I have the same situation. I begin with a few readers who are ready to jump at the opportunity and then I have a group who want no part. Slowly over time, the children develop closer friendships with their classmates, they know there is a no tolerance rule concerning teasing. I have children co-author their work which allows a partnership between a child who is less likely to take the risk with one who can't wait. It does not take long before both readers are sharing and there are few moments as wonderful in a teacher's life as these.
Allow your students time and a feeling of security, do not push or insist on oral reading. They will get there, and when they do, you will see it is not oral reading which creates the reluctant reader, when done properly it is the catalyst for building confidence and enthusiasm.
Learn more about this author, Jessi Michaels.
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