Reading Workshop

The primary objective of reading is comprehending what is being read. Although reading instruction may focus on other aspects of reading, for example phonemic awareness, vocabulary acquisition, or decoding skills, the goal of with one’s engagement with a text is comprehension. Readers brings to the reading event their cognitive capabilities, purposes for reading, knowledge of language and the world, and prior experiences. Readers draw upon these resources to make sense of the texts they encounter. In addition, other factors play a prominent role in reading comprehension; the text being read, the context of the reading event, both immediate and socio-cultural contexts, and the purpose or goals for reading. Reading does not take place in a vacuum. The author of a text, the context of the reading event and the reasons one reads all play a role in reading comprehension. It was once assumed that reading comprehension was simply a combination of decoding and oral comprehension skills. That...

I was talking with a colleague about the concept of fidelity. I walked away wondering about what teachers were being asked to act with fidelity for. Is it fidelity (which means faithfulness to a belief or cause, demonstrated by continued loyalty) to a concept? a research agenda? a procedure? a program? or a script? If I am "fidel" does that mean I am being asked to stop questioning things? to blindly accept what others have deemed is good for my students? to accept what others have said is effective? At one extreme, this notion seems to go against every democratic ideal we have. At the other extreme, it seems to imply teachers should just shut up and do what they are told. How do the program creators know what works for all kids, so well, that it should just be followed and not questioned? The question for me seems, "At what level are we being asked to follow with fidelity?" I can see asking teachers to work within the parameters of my framework for the Reading Wor...