|
 Struggling
Decoders: Reading Fluently and Making Meaning of Text
by Bill Henderson, Principal, O’Hearn Elementary School,
Boston, MA, September 2004
For more articles like this
visit
https://www.bridges4kids.org.
Until I started
losing my sight, decoding and reading had never been a problem
for me. When I reached my late 30’s though, my central vision
began to deteriorate due to retinitis pigmentosa. I tried using
a closed circuit television screen, which darkened and enlarged
the print I placed under it. This worked for about 7 years, but
further deterioration of my vision meant that I had to enlarge
the characters so much that I could only see 1 small word or
just a part of a larger word on the screen at any time. Trying
to read anything that was longer than a page was very
frustrating. Not only did my eyes tire, but I also lost some of
the meaning of the text from the effort extended trying to
decode.
While in my 40’s, I started studying Braille. Braille has become
very helpful for me both in terms of taking notes and labeling
materials. Although I do read some articles in Braille and do
appreciate receiving program agendas and menus in this alternate
format, my reading speed in Braille is such that I have still
not developed the fluency/speed to tackle longer publications or
large books.
As an elementary school teacher and principal for the past 31
years, I have had ample opportunities to listen to students
read. By the time that they are in the third grade, most
students are able to read with fluency and make sense of at
least simple texts. Some students with learning disabilities
plod through the same texts that their peers read with ease.
When I think about these students, I am struck with how their
reading in many ways mirrors my reading when I use my eyes and,
to a lesser extent, my fingers. They take longer to read. They
seem to get tired more quickly. They often have trouble
comprehending what they have read since they put so much energy
into decoding the words.
A primary responsibility of elementary schools is to help
children become independent readers. Once children have started
decoding, teachers work hard to make sure that students have
access to “just right” books – books that they can read with
fluency and with at least 95% understanding. Effective teachers
support students by offering appropriate word analysis and
comprehension strategies so that students can progress to
increasingly challenging material.
Despite intensive instruction, there are some students with
specific learning disabilities who still do not and may never
read with fluency. Even though these students may have average
or above average intelligence, some struggle through grade level
texts at relatively slow speeds and without full comprehension.
It is hard for these students to keep up with the large quantity
of reading required when just using their eyes. They often get
frustrated, some get lower grades, and some do give up.
Being an elementary principal, I am expected to read many
educational articles, reports, and official documents. With my
limited vision, there is no way that I could read even a
fraction of these readings using the closed circuit television
screen with extra large magnification. And even if these
materials were all available in Braille, I would have to
dramatically increase my Braille speed in order to keep up with
the expected reading. Fortunately, we have entered the digital
age. Most articles and documents are available electronically.
With one of the various speech output software packages, I can
listen to just about anything that can get on to a computer.
Although it took a little getting used to at the beginning, I am
now quite comfortable listening to digitalized text. Most
software packages allow the user to select from a variety of
voices and to control the speed of the speech. With lots of
practice, I am able to set the speed at fast settings so that I
can listen to text as quickly as I could see it when my central
vision was normal. My comprehension of the texts that I listen
to digitally is usually strong, but If I get confused I can
either slow down the speech or listen to the text a word or a
line at a time.
No one usually questions whether I am “reading independently”
because I am listening to books, articles, and reports on
cassette or digitally via computer. Most would think, “hey, he’s
blind, and that’s the only way that he can make sense of those
things.” However, many do think that students with learning
disabilities who use these same accommodations are not “reading
independently.” This misconception is rooted in the false
assumption that just because some students with learning
disabilities can read some print with their eyes, then they
should always follow this “normal” or “preferable” manner of
“independent reading.”
The ultimate goal of reading is, of course, making meaning of
text. Reading relies on thinking, and it is the comprehension of
text, which is most important. Clearly, one needs to be able to
decode text in order to make meaning of it. However, does it
really matter whether or not that decoding occurs using one’s
eyes, one’s ears, or one’s fingers?
More and more people with and without disabilities are listening
to text. Books on cassettes and books on CD’s are becoming
increasingly popular in libraries and bookstores. Digitalized
books and newspapers are regularly listened to over computers
and telephones. Learning to make meaning of these voice
renditions or digitalized texts takes practice. There are also
many ways to adapt the sounds of text to tailor to individual
needs and enhance comprehension.
No one is suggesting that educators should stop trying to teach
students with learning disabilities to decode more effectively
with their eyes. Early intervention and ongoing instruction in
proven intervention programs should continue. However, once a
student who struggles with decoding starts falling behind, it is
imperative to provide opportunities to keep engaged with the
volume and variety of text.
Listening to text is an option that needs to be promoted more in
all classrooms. In some instances, students may benefit from
both hearing and seeing the text at the same time. Cassettes can
be used along with books. Scanners and computers can provide
opportunities to see and to hear. Teachers need to create a
classroom environment in which there is no stigma in reading in
different ways. Listening to books or feeling them with one’s
fingers should be recognized as other ways of reading
Students who have learning disabilities and who continue to
struggle with decoding deserve the opportunity to try listening
to text. If listening to text enhances their fluency and
comprehension, then such opportunities should be provided in all
subjects including reading. Such accommodations, if beneficial,
should be documented in students Individual Education Plans.
Students with learning disabilities have the capacity to become
independent readers. We can do a much better job helping more of
them realize that success.
back to the top ~
back to Breaking News
~ back to
What's New
|
