Take a look at the NRP Report Summary:
http://www.nationalreadingpanel.org/Publications/summary.htm
and Allington�s response:
http://www.hcd.hr/conference/key_allington_eng.pdf
http://www.nationalreadingpanel.org/Publications/summary.htm
and Allington�s response:
http://www.hcd.hr/conference/key_allington_eng.pdf
Which NRP topic area(s) or �missing pillar(s)� that Allington describes do you find to be most vital for children�s literacy success? Why?
I believe that the NRP topic areas or missing pillars that Allington describes that are most vital for children's literacy success are access to interesting texts and choice and matching kids with appropriate texts.
There were times in middle and high school when I had to read texts that were not interesting to me or I was not allowed choices in my reading and I really did all I could to get through the book or I didn't read it at all. If children are not given access to texts that are interesting to them, we will lose them as readers. As teachers, we want them to read anything and everything they can get their hands on, and if the choices are limited or the choices don't peak an interest of theirs then they may not read at all. The more students read, the better they will get.
If students are given texts that are too difficult for them to read they will become frustrated. They won't be able to learn anything from texts that are too challenging and for students in the ELL or Special Education programs, they need to have access to books that are conceptually appropriate and on their reading level. They need to practice using these books before they can move on to challenging material. That isn't to say that they should read challenging books, but they need to feel success in reading books that are on their reading level in order to build their reading confidence.
I believe that the NRP topic areas or missing pillars that Allington describes that are most vital for children's literacy success are access to interesting texts and choice and matching kids with appropriate texts.
There were times in middle and high school when I had to read texts that were not interesting to me or I was not allowed choices in my reading and I really did all I could to get through the book or I didn't read it at all. If children are not given access to texts that are interesting to them, we will lose them as readers. As teachers, we want them to read anything and everything they can get their hands on, and if the choices are limited or the choices don't peak an interest of theirs then they may not read at all. The more students read, the better they will get.
If students are given texts that are too difficult for them to read they will become frustrated. They won't be able to learn anything from texts that are too challenging and for students in the ELL or Special Education programs, they need to have access to books that are conceptually appropriate and on their reading level. They need to practice using these books before they can move on to challenging material. That isn't to say that they should read challenging books, but they need to feel success in reading books that are on their reading level in order to build their reading confidence.
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