Part Two: Lingering for success – Get the Gist, Get to Grips and Go Solo!
Expert readers rely heavily on the effective mental model they build whilst reading, often using multiple reading strategies to build it as they read. However, even experts have to stop and remind themselves of what they have read – to shuffle the author’s intent into their existing mental model.
If an expert needs to stop and reread then a novice certainly does. Yet do we allow children time to linger over the texts? To reread and build effective images to connect with? Or do we gallop through in a bid to expose them to the rich language and narrative awaiting them in the text we have so carefully chosen? To move quickly before the lesson ends, striving with good intentions to get to the next chapter by the end of the week?
It is widely accepted that rereading has the power to transform a difficult read into an easier one and that learning to make sense of texts that one cannot already easily read is at the heart of successful reading instruction. [2] Yet, this active ingredient can sometimes be glossed over. Assumptions are made that reading a text just once, maybe twice or even three times is sufficient for novices to build an appropriately robust mental model of a challenging text but have those ‘reads’ showcased the experts strategic thinking, modelled high quality fluent reading, built in guided practice for the novices to get it right – do our reading lessons set a level starting point so that all children can succeed.
Rereading a text allows the expert reader (the teacher) to set a climate where all pupils are motivated to flourish: learning experiences are challenging yet achievable and concepts and processes are broken down so they can be learned in small parts – granular chunking. [3. Pg 43] All children are given the time to build the all-important mental models to succeed.
The opportunities to linger over the text, to ensure the playing field is a level one might stretch over several lessons or be incorporated in one lesson. It could look a little like this:
Get the gist. The teacher reads and models not only how an expert reader might sound but also what a successful reader does to build an effective mental model of the text – visibly intertwining the reading strategies (lots of summarising) and framing reading success for the pupils. [3. Pg 47]. It is imperative that the children track the text as the expert teacher reads. If they are merely listening, they are not actively involved in the process of reading; they are not assigning meaning to the print on the pages, simply enjoying an oral storytelling moment.
Get to grips. The teacher and children reread with opportunities for echo reading, choral reading or partner reading to embed fluency. As the text progresses, the teacher poses problems for the pupils to solve together to make explicit the link between author and reader; guiding and facilitating direct communication between the author and their audience – not leaving it to chance; not leaving it a mystery for those novice readers. [4. Pg 60] At this point they may have read the text 3-4 times in addition to the first read.
Go solo. Pupils read independently or partner read or even additional echo or choral reads – more exposure to reading with real meaning. They are then provided with a learning experience which puts them in control of their outcomes; they believe they are successful readers and attribute that success to themselves which builds motivation. [3. Pg 48]
Throughout the many high-quality interactions with the text, the teacher will be continuously modelling the all important monitoring for coherence…do I understand what I am reading? The teacher is repeatedly and explicitly modelling their own internal high levels of coherence expectations. Why does this matter? Because we all know those children who continue to read texts with no understanding: those children who methodically plod through the words on the page with no expectations that the words will mean anything to them, let alone bring them any pleasure.
But let their be no doubt that the purpose of lingering with a text is to ensure all children develop an accurate, appropriate mental model because this is the bedrock of successful reading comprehension (see Part One: Reading with meaning). Pivotal learning moments are carefully curated where the teacher will repeatedly and explicitly draw the pupils’ attention to what information matters, what information does not make sense yet and what needs to be done to gain a better understanding. The expert in the room makes explicit the complex process of making meaning – this simply cannot be done in one single read.
Building children up to working ‘solo’ is perhaps a familiar model in other areas of the curriculum – it is nothing new I hear you cry! Yet, often reading lessons are driven by the expert readers in the class – it is their hands which are raised to answer the questions. Does your reading pedagogy appropriately plan in scaffolds at the right time, smoothly removing them when they are no longer required? Do you often read a text once – maybe twice – without any narration of what is going on in your expert reading brain, assuming everyone is effectively building an appropriately robust mental model of the text? Are you confident all children, including those with SEND, have been supported to develop a secure mental model so that all have an equal chance of answering those key comprehension questions? If not, then consider lingering over your text because when it comes to truly equitable whole class reading instruction – quality over quantity could be the key.
If your curiosity has been sparked then read my next blog…Part Four: Fluency – what is all the fuss?