Monadnock Regional School District

Reading Philosophy

 

       In an article on the research on “Reading Comprehension Instruction,” James Flood and Diane Lapp (1991) contend that “most educators now agree that the fundamental purpose of reading instruction is to help develop lifelong, independent readers.”  The Monadnock Regional School District accepts this tenet and believes that all students can learn to read to the extent that their physical and mental abilities allow.  We also acknowledge that it is the reader who makes meaning from the text by utilizing his or her prior knowledge, cognitive skills, linguistic competence, and motivation (Hittleman, 1988; Rumelhart, 1984). 

       We recognize that reading and writing instruction needs to be integrated, as both capacities are interactive and dependent upon common process elements (Flood and Lapp, 1987; Kucer, 1987).  The components of linguistic competence (phonology, syntax, and semantics) need to be taught in meaningful contexts, even when we are providing direct instruction of skills.  Our challenge is to enable students to learn to read and read to learn.

       We believe that each student needs to develop a level of literacy at which he or she can become a responsible citizen, prepared to participate in a complex and interdependent world to the best of his or her ability.  Thus, we demand a high standard of literacy for all children, the responsibility of which we share with the home and the community.  Because reading is a complex, multi-faceted process, we accept the position of the International Reading Association that “there is no single method or single combination of methods that can successfully teach all children to read,” but most approaches work for some children. Therefore, teachers must have knowledge of multiple approaches to teach reading.  It is not the reading level alone, however, that we are working toward, but also the student’s steady progress and attitude toward reading that determines success.

       We recognize that, for students to become lifelong readers, schools in the district must become communities of readers.  As students are involved in reading in a variety of settings and subjects, teachers and administrators also model reading for the students and engage in thoughtful conversations with each other as well as with students about reading. 

       We believe that reading is an activity that is integrated in every aspect of life and needs to be taught with “real” texts and in purposeful settings, utilizing a variety of reading materials.  To become lifelong learners, students need to view reading not as a task, but as a pleasurable experience.  Students at all levels need to be given opportunities to read for pleasure and to observe models of good readers.  Given appropriate instruction, an environment in which reading is encouraged, and positive models, our students will be moving forward through the lifelong process of developing literacy.

 

 

References

 

Flood, J., and Lapp, D.  (1987).  Reading and writing relations: Assumptions and directions.  In Squire, J. (ed.), The dynamics of language learning.  Urbana, IL: ERIC.

 

Flood, J., and Lapp, D.  (1991).  Reading comprehension instruction.  In J. Flood, et al. (eds.), Handbook of research on teaching the English language arts.  New York:  MacMillan.

 

Hittleman, D.R.  (1988).  Developmental reading K-8.  3^rd edition.  Columbus:  Merrill Publishing Co.

 

Kucer, S.B.  (1987).  The cognitive base of reading and writing.  In Squire, J. (ed.), The dynamics of language learning.  Urbana, IL: ERIC.

 

Rumelhart, D.E.  (1984).  Understanding understanding.  In J. Flood (ed.), Understanding reading comprehension: Cognition, language, and the structure of prose.  Newark, DE: International Reading Association.

 

Using multiple methods of beginning reading instruction: A position statement of the International Reading Association.  (1999).  Newark, DE: International Reading Association.