Transcript Slide 1
Getting Boys into Reading Garth Stahl Bacons College 20/1/11 The problem: • “As they get older, boys increasingly describe themselves as nonreaders. Few have this attitude early in their schooling, but, according to some experts, nearly 50 per cent describe themselves as nonreaders by the time they enter secondary school.” • G. Kylene Beers identifies three distinct categories of students who can read but don’t: • the dormant reader: “I’m too busy right now!” • the uncommitted reader: “I might be a reader, someday.” • the unmotivated reader: “I’m never gonna like it!” Beers concludes that there is no single “template” for the aliterate student; rather, there are individuals who have differing views about themselves and about reading. By understanding these views, we can gain greater insight into why some students choose not to read. • “If you don’t have the time to read, you don’t have the time or the tools to write.” Boys respond best when: • Reading is assigned in bite-sized, digestible pieces and is time-limited • When reading/writing is broken down into a variety of activities that include more “active” learning opportunities, such as investigation, research, or the use of information technology • The work seems relevant to them – that is, when it has a purpose they can understand • When they can monitor their own pace (e.g. keep a daily log, timing themselves, etc) • The work includes an element of competition and/or involves short-term goals • Time is allowed for review and reflection following the reading • Questioned and pushed to answer on “concrete” aspects of a text • They receive regular, positive feedback The style: Visual learner •Needs and likes to visualise things •Learns through images – can remember the pictures on a page •Enjoys art and drawing •Reads maps, charts and diagrams well •Is interested in machines and inventions •Plays with Lego and other construction toys, and likes jigsaw puzzles The style: Kinaesthetic learner •Processes knowledge through physical sensations •Highly active, not able to sit still long •Communicates using body language and gestures •Shows you rather than tells you •Wants to touch and feel the world around him •Enjoys sports or other activities where he can keep moving The style: Auditory learner •Thinks in words and verbalises concepts •Spells words accurately and easily, as he can hear the different sounds – so tends to learn phonetically rather than through 'look and say' techniques •Can be a good reader, though some prefer the spoken word •Has excellent memory for names, dates and trivia •Likes word games •Enjoys using tape recorders and often musically talented •Usually able to learn his times tables with relative ease The style: Logical learner •Thinks conceptually, likes to explore patterns and relationships •Enjoys puzzles and seeing how things work •Constantly questions and wonders •Likes routine and consistency •Capable of highly abstract forms of logical thinking at early age •Does mental arithmetic easily •Enjoys strategy games, computers and experiments with a purpose •Creates own designs to build with blocks/Lego •Not so good at the more 'creative' or abstract side Guidelines? Be Positive! When a student is unsure of a word get them to sound it out Be Patient! When a word is unknown get the student to reread the whole sentence to put the word in context. To ensure students understand what they’ve read, get them to review pages after they’ve read them If a student gets stuck, push them to read ahead – he must feel a sense of accomplishment Make it fun and keep them engaged! If a students decodes/soundsout a word, which you think they might not know the meaning of, ask them what it means. Ask a range of questions!