SLA fluency and self-sustained reading TEKS talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. .

Apoye a los estudiantes conforme desarrollan destrezas de lectura independientes a través de oportunidades individuales de lectura sostenida. Cheque y anote para cada estudiante su habilidad para leer en forma independiente.

Notas importantes:

  • Evite interrumpir la lectura sostenida de los estudiantes para poder ayudar en el desarrollo de persistencia en la lectura.
  • Incremente el apoyo en el desarrollo de persistencia en lectura mediante la reorientación de aquellos estudiantes que lo requieran.
  • Aliente a los estudiantes a que busquen textos que sean progresivamente más difíciles conforme se van consolidando como lectores independientes.


Further Explanation

Esta expectativa se enfoca en la persistencia de los estudiantes conforme leen en forma independiente. Los estudiantes necesitan familiarizarse con la lectura de distintos tipos de texto y sus características para poder seleccionar textos con un propósito específico. Los estudiantes aplican estrategias de lectura conforme se abren camino hacia ideas y palabras más desafiantes mientras avanzan por ellos mismos en el texto durante periodos sostenidos de tiempo. Los estudiantes deben mantenerse vinculados al texto que leen sin necesidad de requerir ayuda. Conforme los estudiantes se vinculan a textos de complejidad creciente, deben saber cómo evaluar su propia comprensión y, si fuera necesario, cómo usar estrategias para atender y superar retos específicos de comprensión del texto.

Grade-appropriate texts are texts the teacher determines the average student can read with little or no instructional support.
Reading independently using self-selected texts is an important part of building students' reading proficiency over time. Students need to be familiar with various types of texts and their features in order to select texts on their own for specific purposes. Student readers should have the skills and strategies necessary to navigate challenging ideas or vocabulary they encounter so they are able to progress through those texts on their own for a sustained period of time. Student readers should be able to read without feeling the need to disengage from the material because they are struggling with too many concepts and require a teacher's assistance.

Research

1. Scharlach, T. D. (2008). START comprehending: students and teachers actively reading text: the START framework can improve students' reading-comprehension achievement and instruction through the modeling and scaffolding of eight comprehension strategies during teacher read-aloud. The Reading Teacher, 62(1), 20+. Retrieved from https://link.galegroup.com/apps/doc/A185544333/PROF?u=tea&sid=PROF&xid=3a16e02a

Summary: This study included five third grade classrooms and examined classroom instruction designed to use scaffolded reading comprehension strategies. The study gave students the opportunity to select texts and emphasized the importance of self-selected texts for greater gains in reading comprehension.

2. Robertson, J. M. (2004). "The Dog Project": Implications for Instruction. Language and Literacy Spectrum, 14 (Spring), 84–92. Retrieved from https://eric.ed.gov/?q=self-sustained+reading&pr=on&ft=on&id=EJ1059553

Summary: Acknowledging that learning is context-specific and inherently social, the researcher's photo-essay documents a classroom implementation of "The Dog Project," showing this type of reading project fosters students sustained engagement with texts and their motivation to read and write.

3. Daniels, E., & Steres, M. (2011). Examining the effects of a school-wide reading culture on the engagement of middle school students. Research in Middle Level Education, 35(2), 1–13. Accessed online at https://files.eric.ed.gov/fulltext/EJ951779.pdf

Summary: In this study, middle school educational leadership identifies reading as a priority. Students were given choice over what they read and time to read on their own. Student engagement increased because reading was a school priority, but creating time and space to read was meaningless for students who didn't have easy access to books at home. In response, teachers amassed books and created a reading network for students. The results were increased student engagement and the belief, among students, that reading mattered.