This article made me want to keep reading. I was so drawn to the discussion the writer was discussing. The article deals with the importance of teaching students how to read to learn.
As I was reading this article, I took myself back to last semester when I observed a second grade classroom. I was trying to remember if students were exposed to expository text. I remembered the students peer reading excerpts dealing with lightening. The students spent more time trying to decode words so their comprehension of the text was hindered. I was presented with the opportunity to help the students with their assignment. The students and I read the text once in order to learn all the words the text presented. I proceeded to ask the students questions about the text and they were unable to remember the facts. I asked the students to read the text aloud with me and I asked a serious of different questions, and they were able to answer the questions. I feel like it is important for the students to reread informational text because it contains so much valuable information. The students were participating in reading, listening and viewing.
The writer did an excellent job explaining why the need for introducing expository text at an earlier age is important. Submersing children in this type of literature is important for success in reading throughout a student's educational journey. The writer says this causing students to become more engaged in reading because it triggers curiosity and I absolutely agree with this statement. Young students are extremely curious about the world and how things work and by introducing them to expository text, teachers are providing them with rich learning experiencing.
Many questions arose when reading this article
1. What are differentiated instruction strategies for teaching students how to read to learn in lower elementary?
2. How can students learn to read at the same time they're reading to learn? I thought comprehension had to be achieved before students could read to learn.
