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Professional Reading 

I have done quite a bit of professional reading over the past several months. I think it is important for all of us to read professionally and to find texts that help us in our areas of weakness and support us in our attempts to implement best practice.

I am currently reading three different professional texts – two as a book study with one of my schools and one in an area I am often asked about.  Because I work only as a consultant now, it is important for me to see how the newest trends and requirements of teachers can blend with the literacy instruction on which I train.

That is the exact reason (or one of the reasons) I chose to read Dick Allington’s latest book called What Really Matters in Response to Intervention:  Research-Based Designs. [See what else I'm reading?] Needless to say everyone is talking about and dealing with RtI – and I need to know how I can help with that or offer suggestions that align with what I know is best practice.

Plus, I had the wonderful opportunity to visit one on one with Dick Allington last February at the International Reading Association Conference in Phoenix.  I had the chance to ask some of my specific questions about RtI and pick his brain. After doing so, I decided it was of utmost importance for me to read this book.

I think there are three key points from this text I would like to review.  I will find it hard to narrow it down to three, but I think the reason this book was meaningful to me is that it was really about good instruction – not just quality intervention. That has always been the part missing for me. 

Response to Intervention BEGINS with quality instruction for everyone and I have worked with schools who have spent so much time and money developing their tiers for RTI that good, quality everyday instruction is no longer monitored or even a focus.  Well planned intervention without quality instruction will still not make a difference for kids.

So back to my three points. . .  The first is the notion of text selection.  All  students, but especially struggling students, must spend the majority of their day reading texts they can read with EASE.  We are talking 98 – 100% accuracy.  “High levels of reading accuracy produce the best reading growth.”  Maybe this seems like a no brainer, but how often are our most struggling readers given time in texts that are EASY for them? 

As Allington points out, even if those struggling students receive a 30 minute intervention time where they mainly read texts that are easy for them, they often spend the rest of the day in texts out of their reach.  We have to find ways to incorporate easier to read texts throughout the day- not just during intervention time.  Reading those texts will not be harmful to anyone, and will certainly produce more gains for our strugglers.

Until next time....

Amanda
Amanda Arens
Literacy Consultant