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Anon Anon

on 23 December 2012

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Transcript of 610

"Popcorn Reading" Why is popcorn reading so prevalent in schools?

A cultural model of "reading" and learning
may be at work and may be the reason that,
even though many of us have experienced the boredom of popcorn reading, it still exists in schools. It may be that teachers who insist on continuing this literacy practice believe that if students do not hear every word of a given text, they will not learn the content.

There is a cultural model at work about learning, too. It seems that, if one believes that by reading (or simply decoding words, in this case), that information will simply land in the brain, without any work beyond decoding, then a cultural model of both reading and learning are at work. In classrooms where popcorn reading occurs, it seems teachers must believe that individuals do not need to construct content--do not need to read, re-read, think, re-think, ask questions, consider hypotheses, re-read in light of them. Instead, they may believe readers need only to hear or decode and meaning can be made in that practice. What "Big D" discourses develop over time in schools where situated literacy practices like popcorn reading occur over time?

Students get an idea of what a "good reader" is when practices occur often enough that they become "the norm." The discourse of "good reader" would be someone who reads fast, doesn't make mistakes, doesn't back up and re-read, doesn't stop and think, and, it is assumed, understands what he or she reads in spite of the fact that he or she did not stop, pause, or re-read. What cultural model about reading is working in this Guided Reading session? The situated literacy practices include:
*making predictions about what the book will be about
*previewing some words, so the children can recognize the words when they come to them
*finger walking, to emphasize concepts of word in print
*checking meaning with the picture
*re-reading to practice the words
*paying attention to word parts
*figuring out words by looking at beginning letters and sounds
*predicable text so that students can remember words in the continued pattern of the sentence
*reinforcing checking meaning by looking at beginning letters and sounds These practices suggest that the cultural model
informing early reading development is that
1: reading requires making predictions
2: previewing words will help readers key in on those
words when they come to them in contiguous text
3: finger walking reinforces concepts of words in print
4: a major way to figure out words is to look at first letters and think of what word would make sense in the sentence
5: repeated sentences help make the text predictable and words can better be learned within patterned sentences across a text Over time, a discourse of "good reader" develops out of Guided Reading practices like this, too. The "good early reader" would be one who knows individual words and uses beginning sounds to figure them out. While the teacher did have the children talk about meaning, she did not really engage that much in meaning. She didn't ask kids to think about the story or respond to the text, as a story. She was concerned with learning individual words, based on beginning sounds. A child might leave this classroom, at the end of the year, believing that a good reader is one who knows words and really uses beginning sounds to know them. The "good reader," as a discourse, would be informed by a cultural model of early reading that is based on words and first letters of those words, in particular. Literacy as Social Practice

A Discussion of Two Kinds of School Reading Practices: Popcorn Reading
Guided Reading Guided Reading
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