Catching Readers Before They Fall: Supporting Readers Who Struggle, K-4
by Pat Johnson and Katie Keier
(Stenhouse, 2010)
Reviewed by Gayla Dial
Elementary Special Education (IL)
Teacher Leaders Network
When I asked to review this book I was unsure what to expect since both authors are new to me. I opened the book, frankly, expecting to see the same old rhetoric. This, I thought, is going to be one more of the multitude of how-to-teach-reading books that are on the market.
But as I began viewing the layout of this book, I immediately noticed some differences. The authors are not telling you how you should teach reading. They are asking you to reflect on your paradigm of reading. The reader becomes involved in the ‘processes’ of learning to read rather than the teaching of reading.
The majority of teachers use the phrase “sound it out” throughout the school day. The authors suggest that “sounding it out” is difficult at best because of the intricacy of the English language. Because of that difficulty, reading must be addressed as a process and all parts included instead of focusing on one of the processes in order to read a word.
By utilizing a comprehensive literacy approach to reading which matches Vygotsky’s Zone of Proximal Development, they propose that teachers can give their students the highest potential for successful learning. This is an approach that addresses where students are and where they should be at the end of the year.
The authors suggest using the following steps to move from demonstration to independence:
by Pat Johnson and Katie Keier
(Stenhouse, 2010)
Reviewed by Gayla Dial
Elementary Special Education (IL)
Teacher Leaders Network
But as I began viewing the layout of this book, I immediately noticed some differences. The authors are not telling you how you should teach reading. They are asking you to reflect on your paradigm of reading. The reader becomes involved in the ‘processes’ of learning to read rather than the teaching of reading.
The majority of teachers use the phrase “sound it out” throughout the school day. The authors suggest that “sounding it out” is difficult at best because of the intricacy of the English language. Because of that difficulty, reading must be addressed as a process and all parts included instead of focusing on one of the processes in order to read a word.
By utilizing a comprehensive literacy approach to reading which matches Vygotsky’s Zone of Proximal Development, they propose that teachers can give their students the highest potential for successful learning. This is an approach that addresses where students are and where they should be at the end of the year.
The authors suggest using the following steps to move from demonstration to independence:
• DemonstrateOnce the reading paradigm is appraised and modified if necessary, the authors suggest a multitude of activities to implement in the classroom that will reinforce and extend reading and comprehension. I enjoyed the book because it forced me to reflect on my reading methods and strategies as well as the term “sound it out.” I will definitely make some of the adaptations in my classroom this year.
• Share the Task
• Provide Guided Practice (high support)
• Gradually Withdraw Scaffold (low support)
• Give Specific Praise or Redirection
Gayla Dial is a Special Education-Life Skills teacher at Meridian Elementary/Middle School located in rural Olive Branch, IL. She’s taught in elementary public education for 30 years serves on the Illinois Education Association’s Special Education Committee.
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