Reading Essentials

Reading was seen as a “trans-active” (Tompkins, 1995) process whereby text was decoded and meanings derived. However, Mandel- Glazer in discussing “What is essential to reading” highlighted some main points that educators and parents need to consider in the quest of producing fluent readers. These essentials go beyond the text and were very important for reading success. Though these considerations at times were unexplored in determining the needs of the struggling reader, the author believed that they were the foundation of reading.

Mandel- Glazer believed that reading began with the use of language. The language that the learner was expected to read should be familiar and used for communication through speech. This exposure then can be encouraged using story telling, talking, poems, nursery rhymes, singing and sharing of ideas. This means that as educators, students must be given ample opportunity to experiment with and use the language to be learned orally.

Learning through the senses also provided enriching experiences to enhance the learners talk. This was referred to by Mandel- Glazer as “experience communicators” for learners even before they start formal schooling. The learner was able to incorporate prior experiences to increase the depth of understanding during the reading process. Trips, observations and discussions were good mediums for experiences.

Physical factors were also seen as impacting on learning to read. According to Mandel- Glazer, vision, hearing, good health and fine motor development were important. Interestingly, diet, sleep patterns, “consistent discipline” and attitude towards books were considered as aspects of good health. The learner must have good role models to promote reading as an important activity.

Educators were employed to avoid making learners do spelling activities during reading. Mandel- Glazer stated that this hindered the “reading comprehension” thought processes. Instead, the word should be revealed to encourage the meaning making process.


Article: Mandel- Glazer, Susan. What is reading? What is essential to it?(n.d.)

What’s Hot in Reading

Cassidy (2010) in the Reading Today Journal over the years has been doing surveys about what educators believe should be included in reading education. These topics were referred to as hot topics for the year. This year, topics in adolescent literacy, early intervention, comprehension, responses to early intervention, struggling and striving readers and literacy coaches or reading coaches have been the focus internationally and also those of the Masters in Education Reading Program.

Adolescent literacy was seen to be of major concern because of the high failure rate of high school students at national examinations. Here in Trinidad the concern is shared. The issue then is how can all stakeholders ensure that students are well equipped to take their place in society with the appropriate literacy competencies. Students are required to be educated for a particular purpose, which is to be contributors to the mental and physical pool of a society. Then if this goal cannot be achieved there must be a review of policies and practices.

Intervention was another topic of concern among the literacy leaders. It was felt that early interventions and responses to intervention were key areas of support to ensure student success. There must be early detection to the challenges the student experiences that may hinder the process of reading proficiency. The appropriate intervention to suit the diagnosis must then be enacted so the student will receive and respond positively to the necessary assistance in all content areas. Literacy coaches or Reading coaches were viewed as the being critical to the implementation process.

Comprehension, another hot topic, received attention for several years. It was believed that students’ inability to comprehend material was a direct result of failure. Teachers must then seek to move instruction from the literal to develop higher order thinking to promote critical and analytical thinking.

Reading Next—A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corporation of New York

Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success

Alliance for Excellent Education

Reading Beyond Books

Many times when we focus on reading we think about books. However, material is all around us waiting to be read. As you drive along the streets and highways, there is text informing us about products and events and guiding our behaviors as we go. When we purchase an item, it comes with instructions to ensure that the purchaser gets the most out of the product. Reading is all around us in what is commonly referred to as environmental print and we need to alert learners about the importance of reading beyond books.

The use of the internet requires the user to have some basic reading skills in order to navigate to the desired material. Administering or taking medicine, filling out a form or find information about places of interest relies on reading. Even karaoke involves the singer reading the lyrics to follow along while singing. Then why limit reading to textbooks.

Learners need to see reading as a functional necessary part of their existence. Teachers and parents alike need to encourage learners to become ardent readers through activities such as cooking with recipes, selecting snacks by reading the nutritional information, using instructions to build toy models and consulting brochures to determine learning experiences. These reading experiences not only make the act meaningful but also purposeful.

It is also very rewarding for the learner to have many rich and varied hands on experiences. These experiences enhance the quality of thoughts that are then transferred into writing and reading. The learner will be able to visualize the activities as reading and writing is undertaken. These activities can include a visit to the park, taking transport to a destination, watching a bird hatch, looking at animals feeding and riding a horse. Learners need to be motivated and constantly reminded about the importance of functional reading.

Motivating Readers

Learners need to appreciate reading as a life skill that can be used for functional and recreational purposes. Every opportunity must be undertaken to ensure that learners are engaged in developing reading competencies. These competencies are required throughout learning and in all subject areas. When a learner can read, progress is inevitable and ensured.

The classroom environment has to be structured in a manner so that reading is supported and practiced regularly. Learners must be given independent reading time to explore print and develop an interest in different genres. Material supporting themes should be included, introduced and displayed prominently so that students will select the material to satisfy their curiosity.

One textbook does not suit all students since the recommended text may cater to only the average or high achieving student. Students can be placed in homogeneous groups with the appropriate text. Topics will still be addressed; however the content will be more suited to the students’ abilities. Also encourage collaboration among peers as students usually learn well from each other. Word attack skills and comprehension can also be done effectively while using these texts.

Scaffolding instruction allows students to discover information through reading. Allow the students to read through the text to discover material to be learned. Strategies such as SQ3R, DRA, DRTA can make instruction more enriching for the students.

The teacher as a model reader can also build enthusiasm in students. Book clubs, read a thons, Literature Circles, and book reviews help to foster an interest in reading among students. Extrinsic motivation given must promote reading efforts. Have students set reading goals and encourage them to view reading as a challenge that can be over come. It is important for students to know that perseverance is key to success.


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Blogs: The Ideal Tool to Promote Reading

Blogs were described by the technological experts as being a simple web 2.0 tool which supported traditional literacy. The simplicity of blogs allowed the user to focus on the content rather than on the medium to collaborate with bloggers on topics of interest. This technology gave the user the opportunity to use reading and writing skills to communicate ideas in a rich social environment. Kamel Boulos, Maramba, & and Wheeler (2006) believed that blogs were able to promote “dynamic learning communities”.

Blogs can be used as a research tool by learners to gather and share views on similar topics. Students are given the opportunity to comment on posts as well as publish posts to highlight individual concerns, ideas and opinions. This exercise requires the blogger to read and analyze the content so that the responses will be suitable to the target audience. The blogger can then critically respond to the material while developing creativity. The learner can incorporate links, videos, and audios to support contributions while enhancing learning.

Learners have traditionally used blogs as a journal to record learned material. Blogs can be used to post assignments and to highlight class activities. Students can be encouraged to post poems, reflect on readings and comment on fellow learners posted work. The teacher can also post thought provoking issues for students to respond to in the comment box.

The teacher can show the versatility of blogs by posting the learners work done in class. Class portals can be created to display activities within the classroom, poems, essays, instructions to complete mathematical and science exercises, art work and past and upcoming activities. The blog can also be used as a portfolio for the learner to observe his or her progress over time. Blogs will encourage learners to become global analytical and critical thinkers.

Teachers are Treasures: The Good, The Bad and The Ugly

Teachers are the people who prepare persons for the various faucets of society on a daily basis. We have been responsible for ensuring that society was supplied with human resource commodity for continuity of the global community. Yet over the years, instead of being praised for the good, we have been constantly chastised for the ills of society. Someone has to be the scapegoat and why not the teacher.

After elections, the Minister of Education in an article in a local newspaper shared his plans to rid the system of delinquent teachers. Another article to the editor highlighted some behaviors displayed by these teachers of a particular institution by a novice to the system. However, it seems to be a tradition to focus on the bad and the ugly rather than on the good that teachers are responsible for.

We can testify about the constraints that teachers work with and yet our accomplishments overlooked. Every year students are rewarded for their achievements for academic, sports and social activities. However, the person or persons preparing these students to reach their fullest potential go unnoticed or unmentioned. Sometimes, the principal’s annual report in highlighting the milestones of the institution may congratulate the teacher. But, does this really affect the way teachers are perceived by their employer. I recall an incident when my school was visited by an official who questioned the qualification of a dedicated teacher with more that twenty five years of experience for the acting principal post. This teacher in spite of all the challenges believed that teachers are treasures.

Teachers, I employ you as my mentor did to give of your best to the nation’s children. Be an asset to this noble profession to reclaim the positive ideals and respect that we deserve.


Teachers are Treasures

Gopeesingh ready to discipline teachers.

Microscope on failing teachers.

Good News for Struggling Readers

Drummond (2005) highlighted some positive news for teachers with students experiencing reading difficulties. The author believed that ninety to ninety five percent of students with reading difficulties can become functional readers with the appropriate early intervention. However the question is who can make a qualified judgment about the remedial needs of a student which will be recognized by the Ministry of Education (MOE).

Students with special needs writing the National Test and the Secondary Entrance Examination have been allowed extra time on the basis that there was documented proof of their abilities or lack thereof over time. The Dyslexic Association of Trinidad and Tobago positive diagnosis of students, according to some affected teachers, no longer can qualify these students for concessions.

The goal of education is to prepare our students to be functional, responsible citizens nationally, regionally, and globally. Reading is the tool to achieve this goal. It is then our responsibility as teachers to gauge our students learning and to advise parents as early as possible about necessary intervention. Intervention should cater to the needs of that particular student and should not be misinterpreted for general class lessons.

Of course, accurate diagnosis is imperative to determine the remediation the student needs to support learning. The next step is ensuring that the remediation needed is received to increase skills in reading. However, the natural abilities of the student must be incorporated into the remediation process so that it would be more effective. Encourage parents and guardian to be involved in the process and complement the learner for achievements big or small.

Lastly, encourage the learner to be actively involved in his or her achievements. Have discussions about exercises and allow him or her to share any anxieties, confusions, and interesting points. Engage the student in goal setting with regular reviews to ensure that they are being met.



Helping Struggling Readers

Practice What You Preach

An article I met in My Reading Place. com reminded me of an idea that my mentor and I have been purporting for years about encouraging children to read by example. This article was also supported by a famous children's author, Eve Bunting, featured in a podcast entitled “Meet the Author” on Reading Rockets. Ms. Bunting reminisced on her parents active involvement in the act of reading and how it impacted on her as an author.

The tips in the article encouraged parents to become actively involved to encourage children to become ardent readers. It reported five basic strategies to assist parents. The first was for the parent to be a model reader for children to follow. Secondly, parents were encouraged to read to children regularly. Children should also have access to a wide selection of well written books of interest at their disposal. However, praising children for their efforts and talking and singing with children help to build and cement the much needed vocabulary and self esteem necessary for reading.

The International Reading Association celebrates reading annually in September with the Drop Everything And Read (DEAR) project. Circulars are sent to the nation’s schools to be participants of this project. Sustained Silent Reading (SSR) is also another initiative that teachers can use to promote reading. Five to Ten minutes can be utilized for SSR daily in the classroom. However, the teacher must also remember to model the same.

Students can bring appropriate text of interest. The SSR period should be announced and everyone in the room should be actively engaged in the act. At the end of the period allot two minutes for reflective sharing. This will help students to stay on task. Model how a summary is done. Eventually, students can be directed to critically review reading material.

Meet The Author

Tips to Build Strong Readers

Preparing a Child to Read

I have always been curious about reading and what triggers that growth to literacy in children. I have met students who are well versed in reading and comprehension exercises on entry into primary school at age five and others who can barely identify letters by name or sound. These latter students are the ones today who are struggling because early intervention was not applied. When should educators and parents start to be concerned about a child’s inability to read?


Some educators report to parents that the student cannot identify phonics or the phonemic awareness is lacking. These terms even for us are times used inappropriately thereby resulting in incorrect remediation. Levin (2010) an educator and contributor to Pre K Pages, has done a comprehensive listing to assist teachers and parents to better understand the differences between phonics and phonemic awareness.


It is important to note the phonemic awareness is developed through oral exercises. That is to say, that listening and speaking are integral to developing this skill. Children need to be afforded the opportunity to hear language in all its splendor as well as experiment with new and interesting words encountered.

Teachers can therefore reemphasize to parents the importance of having meaningful conversations with children as well as immersing them in Nursery Rhymes and Poems. A child who can contribute to discussions sensibly as well as hear and reproduce simple rhymes and poems is well on his or her way of becoming a reader of print. Children have demonstrated their fantastic capacity to retain the World Cup Songs over the last few weeks because they were played frequently. Let us do the same for our children to learn phonics and phonemic awareness so that they will be well on their way to becoming proficient readers.

Preparing a child to Read


Phonological Awareness

Digital Story Boards and Literacy

Present day students are submerged in technology and they are very comfortable and excited about new applications. Teachers on the other hand, are being exposed to new and novel ways of integrating technology into the teaching learning process in our local classrooms. Some years ago, the principal of a private secondary school in Port of Spain had the foresight to insist that his students be equipped with a laptop for classes. Now with the advent of every first form student having access to a laptop for the 2010- 2011 academic year, teachers can be assured that their training will not go in vain.


Recently I was alerted to the digital story board that can assist students in develop critical reading and writing skills. This tool gives students the opportunity to write detailed scripts that can later be produced as a movie. The greatest challenge for students creating story boards will be ensuring that enough information is supplied to the producer so that the movie is a reflection of the ideas which are documented on paper.


Story boards closely resembles comic strips, however detailed notes about the scenes, characters and camera manipulation are included so that the producer embraces the authors thoughts. The script is written then the student selects key points to highlight the essence of the story. These key points are drawn as panels and additional information about sounds, emotions, props and the story elements supplied so that the appropriate animations can be applied. These panels can then be made into a movie by using real characters or animations. Story Planner and Story Planner Pro are just two applications that can be sourced to assist students in achieving their goal.


Story boards challenge students to develop meaningful stories and also promote critical thinking. This tool will promote critical thinkers

Helping Students to Choose Books

It is important as a teacher of reading to stimulate students' interest in books and reading. One sure way is by getting students to take charge of their reading. The more autonomy the student has in being able to select reading level appropriate material, the more likely that student will develop good reading habits.


Wistrom (2010) stated that one such way was by getting students to understand their reading abilities. The students can then be guided to choose material based on a colour chart describing the content of each book contained in the class library. She also stated that time must be taken to familiarize students with the meaning of the colours represented on the books. This strategy is very similar to the "Goldilocks Strategy" which was highlighted in Tompkins (1995) as an ideal tool to help students to select books. Both authors emphasized the need for students to select books that they would be able to read to encourage them to become engaged readers.


Students selecting preferred reading material would be interested in performing the act of reading. I must also point out that students of all ages can participate in this exercise. I have engaged my students in the First Year Primary class in this activity which allowed me to track their progress over time. I observed that by getting students to report on what they have read made them select books they can actually read. Students were also able to implement the reading process.


This strategy is an exceptional way to make students responsible for their learning. It fosters healthy reading habits and removes the responsibility of choosing books for the student from the teacher. This makes the activity more meaningful to the student. Individual selection of the appropriate reading material moves struggling readers to engaged readers.

Supporting Article
Helping Students to Choose Books

MED Reading Specialist

The introduction to reading for me was structured and relied on the development of basic literacy skills in phonics and sight word identification. These were supported by the readiness factor that each child must attain as the foundation for reading. As an educator at the early childhood education stage readiness was very important.

My introduction into the primary school did not take the readiness factor into consideration. Each child was expected to interact with the basal reader as the main reading tool to develop word identification skills and fluency. This prompted much rehearsing of the content at home so that at times the material was learned by rote and the picture cues were used as spring boards to activate memory. Picture reading and memorizing of the content was often misunderstood for fluent reading. The child’s inability to decode high frequency words was often revealed when the same content was presented in an unfamiliar context.

Later through an initiative of the Ministry of Education (MOE), I assisted my students in developing the required reading skills by submerging them in a designated phonics program. Though this program has benefits, many teachers have opted for the traditional methods of rote learning that have been proven to be quite inadequate for the varied learners in a regular classroom. The need to dedicate time to helping educators to appreciate the development of the basic literacy needs of the student as the basis for reading fluency is imperative. I believe that if educators can identify the literacy needs of students and provide multiple opportunities for students to acquire and practice the necessary literacy skills, students would become more competent at given tasks.

MED Reading is the vehicle through which I can learn more about the chosen field as well as impart my knowledge to fellow educators.