Chapter 1 - Dr. William Allan Kritsonis - Elementary Education Book

1. Chapter 1 – William Allan Kritsonis, PhD
Develop a Good Elementary Reading Program
Reading is the golden key to unlock doors. A child’s success in life is often
determined by his or her ability to read. Since the primary years build the foundation
upon which a child’s education rests, developing an effective reading program is a
prime responsibility of the elementary teacher.
Research tells us that school dropouts become disenchanted, fed-up, utterly
disgusted, and discouraged in school because they cannot read adequately. This is a
fact! – but a fact of which elementary educators are not proud. Is there hope? Yes!
Numerous school systems now employ full-time specialists in reading instruction and
many schools have their own reading specialist. Is this the answer? No, it is not! The
answer lies in the elementary school classroom. Students must successfully learn to
read at this level in order for school systems to avoid the additional expense of hiring
reading specialists at the middle, junior high, and secondary levels.
Being actively involved in the selection of new programs leads to active
involvement in the total reading program when it becomes operational. Teachers must
investigate different types of reading programs and evaluate them in terms of strengths,
weaknesses, advantages, and disadvantages. Articles evaluating various reading
programs are continually being published. Consulting these articles may help in
deciding which reading program best answers class needs. This information can also be
obtained through the local newspaper, educational bulletins, libraries, or magazines.
When a program appears to be suitable, discuss it with the school principal,
colleagues, and reading specialists. Have a qualified representative demonstrate the
particular reading program or visit a school where it is currently being used. This affords
the opportunity to actually see the program working, as well as to discuss its strengths
and weaknesses with knowledgeable representatives or with teachers who are already
using it.
Be familiar with new approaches that improve reading instruction for students.
Various individualized reading programs must be studied. Be cognizant of the reading
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2. skills taught in these individualized programs and examine the basic textbooks being
used. When evaluating a program, remember to consider the vocabulary builders and
interest- catching factors of the total individualized reading program.
The atmosphere created in classrooms must radiate that reading is a major
activity. Book clubs, posters, pageants, fairs, plays, computer fairs, book reports, and
book displays help to strengthen the classroom’s reading program. Respect students’
ideas concerning reading by allowing and encouraging them to experiment. A teacher’s
primary function within the classroom is to help students realize their potential and attain
the highest-level possible. If elementary teachers are constantly watchful for the
slightest improvement in reading and express appreciation to their students, reading will
become an enjoyable and happy part of the school day for the pupil.
Children lack many reading skills and depend upon their teacher to teach them.
All students must eventually master skills in phonics, note taking, outlining, map
interpretation, detail reading, oral reading, auditory and visual discrimination, spelling,
word recognition and word analysis, reading rate, information pinpointing, reading
critically, vocabulary, comprehension skills, and many others. Teachers must have a
thorough understanding of which reading skills are vital to each particular grade level.
They must be familiar with the reading skills children encountered during the preceding
year, as well as those that will be required in successive elementary grades. Armed with
this knowledge, detailed instructional plans can be designed for teaching these basic
reading skills.
Flexibility in reading is another area of concern. Children must be guided so they
can read a wide variety of materials, including textbooks. When reading textbooks, they
must be taught to recognize important concepts, ideas, and facts along with other
essential illustrations.
Practically all reading is done for a specific purpose, whether for enjoyment or for
academic reasons. Regardless of the purpose, classroom discussions offer children
opportunities to develop and master special vocabulary areas.
A teacher must be aware of each student’s reading strengths and limitations. A
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3. child must not be expected to read material beyond his or her ability. Many children
experience frustration and failure in reading because they attempt to read material that
is too difficult for them. One method of discovering a child’s reading ability is to have the
child read, then just at the moment the child begins to have difficulty, stop him. In the
next reading period begin at this point. Tape recording students as they read helps in
oral reading. When the tape is played back for the students, they often realize their
mistakes, while at the same time increasing reading comprehension.
Reading groups can be an effective tool if properly organized. Students in poorly
planned groups quickly become disinterested. Children who cannot read competently
should be grouped in small numbers. The small reading group affords the teacher more
time to work with individuals. A total reading program offers ways of bringing the class
together as one unit. Reading clubs, library clubs, a week for reading special books, and
storytelling all keep the reading program alive, exciting, exhilarating, stimulating,
meaningful, and full of enthusiasm!
Reading instruction seems to be more enjoyable in the morning, although many
students prefer to read in the afternoon. It is recommended that primary students read
in the morning, whereas intermediate youngsters read either in the morning or
afternoon. Each teacher must decide when to have a formal reading. Scheduling two
reading periods - one for the children who want to read in the morning and one for
others who prefer to read in the afternoon-often solves the dilemma.
Some parents are interested in reading and would welcome the opportunity to
come to the classroom to assist in reading programs. Listening to children read aloud is
only one of a number of ways parents can help. Many retired persons enjoy listening,
reading, and telling stories to children and are available to help.
When the teacher thinks his reading program is successful, he may want to set
up a reading center to challenge readers of all levels. A computer, films, tapes, and
other materials should be included in the reading center. Books for extension reading
are excellent, as are corrective readers. Paperback books pack interest for the reader.
Vocabulary cards, phonetic flash -cards and phonetic charts, sets of
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4. supplementary readers, along with other audio-visual materials help establish an
effective reading center, as do word cards, books for general reading, picture cards,
reading texts, and manuals for basic textbooks.
Children with special reading problems present educational challenges. Eye
charts, pacers, and controlled readers are excellent tools for helping these children
overcome their reading problems. A Tachistoscope and Opthalemograph prove most
effective with assisting to alleviate remedial problems.
Many of today’s children are victims of stressful environments. Some from single-
parent homes are tasked with responsibilities beyond their years; some suffer at the
hands of abusive parents. Such emotional problems severely hamper a child’s reading
ability. Poor health, physical drawbacks, and other circumstances also play a vital role
in determining a child’s ability to comprehend the printed word. Such problems must be
discovered and addressed before growth and enjoyment in reading becomes
manifested. Finding a solution is a difficult task requiring hard work, and too often, this
never-ending battle is neglected.
A Thought in Words
If a man empties his purse into his head, no one can take it from him. Franklin
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