Modelled Reading

Modelled Reading

There are several reading and writing strategies in the classroom that encourage a student’s literacy development. One of the seven focus methods is known as modelled reading. Modelled reading occurs when a teacher “models, demonstrates and verbalises the behaviours for reading and writing” (Flint, 152). When demonstrating modelled reading, the teacher is responsible to lead the focus method by using “big book, picture book or an enlarged version of a poem” (Flint, 151). Whilst reading this text, the teacher selects a teaching point (eg. phonics, vocabulary, comprehension skills) and identifies any challenges and supports in the text and for students.Within modelled reading there are two key terms to be aware of; whole-part-whole and a mini lesson. The whole-part-whole strategy is an instructional strategy where the teacher alters the focuses between the whole text and smaller sections of the text. A mini-lesson focuses on introducing and discussing strategies in a short instructional session.

Implementing modelled reading into a mini lesson is important because it presents the student’s with an opportunity to practise reading. Practising reading in the classroom is important, as numerous students do not have the opportunity at home to practise, question and break down reading.

Additionally, modelled reading provides students with the opportunity for students to “apply and practise” (Flint, 151) their knowledge into a justified literacy activity. Teachers demonstrate modelled reading to “expose and support students with texts they may not be able to handle independently” (Worthy, J. Broaddus, K, 337). A teachers role is to assist students with reading and this cause can boost each student’s confidence to read independently. Therefore, modelled reading guides the students on what to be aware of when reading independently.

Another opportunity modelled reading demonstrates, is when utilising the whole-part-whole strategy to be able to “construct meaning from the texts they hear” (Flint, 356).

When students read independently, they might skim read over text and fail to see meanings of individual words and phrases and the overall deeper meaning. For example, there are particular focus words such as there, their and they’re that would differentiate the purpose of the text when reading it slowly rather skim reading. Therefore, breaking the text down using the whole-part-whole method enables students to become aware of the intricate details of the text they may not have otherwise

noticed.

Furthermore, when selecting a text, it is essential that the teacher chooses a variety of texts “rich in opportunities for developing knowledge about language, literature and literacy” (Flint, 151) in order to “see how [the] children respond to various texts” (Flint, 356). It is important teachers choose a variety of texts as students have a large variation of connections across “texts, experiences and their own personal background knowledge” (Flint 356). Selecting a range of texts to demonstrate enables students to develop their own understanding of how their personal knowledge and experiences can be applied to their own writing.

Ultimately, teaching modelled reading is highly purposeful as it guides the students with to discover and apply a variety of new skills including assisting their individual reading, constructing meaning when breaking down the texts and applying their own personal experiences and knowledge when independently writing.

References
Flint, Amy S., Lisbeth Kitson, Kaye Lowe, Kylie Shaw. Literacy in Australia: Pedagogies for Engagement. John Wiley & Sons Australia,, 08/2013. VitalBook file.
Worthy, J. Broaddus, K. (Dec 2001 - Jan 2002). Fluency beyond the Primary Grades: From Group Performance to Silent, Independent Reading. The Reading Teacher, 55(4), 334 - 343. Retrieved from http://www.jstor.org/stable/20205058