Beyond "Sounding it Out"

The classroom in which I am currently in focuses on a literacy framework called "Daily Five:"

• Read to Self,
• Work on Writing,
• Read to Someone,
• Listen to Reading, and
• Word Work.

When students read to self or read with someone, the cooperating teacher I work with, assesses students periodically. As kindergarteners, these students are not reading perfectly, however, the importance is not placed on children "reading right." The classroom has several other strategies that students can use when reading: use the picture and whether it makes sense, to name a few. Children can use some or all these strategies when reading. When children use the picture to read they are looking at the illustrations and understanding the story that way, using context helps students to make sense of what the word could be.  While being in the classroom I have not heard the teacher use the phrase "sound it out." Other strategies make more sense to children who are making sense of the stories they are reading. Reading should instead focus on children understanding the concept of print, then acquiring language and listening skills, having knowledge of letters, phonemic and phonological awareness, and fostering a love for reading. Sounding it out is not a strategy because most words cannot be sounded out. Children will retain and understand what they are reading when they are creating and acquiring their own meaning and can be engaged with the text. Therefore, context, using the picture and making sense of the word are better strategies to "sounding it out."

Community Literacy

Literacy inside the classroom is an area of focus that many teachers zone in on. We focus on how to bridge the gap between home and school life by sending books home, talking with parents and focusing on skills they can work on with their student(s), and helping children with their literacy in the classroom with interventionists and other supports. However, understanding and know what literacy looks like outside the classroom is also important. Bloomington is a very diverse place in which literacy is a part of every day life and every one from young children to adults can participate in these events.

Living in a community in which there are several diverse cultures present, our public library has many opportunities for children to engage with these cultures through the form of events catered to families, read aloud stories, and/or culturally diverse books. Our public library also has several events throughout the year in which families and teachers can learn about numerous subject areas. Literacy in Bloomington is also informal. The community has several artists and artistic citizens who paint murals, put on performances, or write books that anyone can access and partake in.

The Ivy Tech John Waldron Art Center also offers several art and painting classes in which members of the community can participate in throughout the year. Literacy can take the form of expression through these mediums. Literacy can also take the form of musical arts. Several events throughout the year have artists of several genres present and both children and adults can engage with these experiences.

I think it's important to understand what literacy looks like in the community I'm a part of not only to understand the make up of the community, in terms of culture and practices, but also in order to better provide my students access to these opportunities. Displaying and fostering a love for literacy can positively influence students to be passionate about these opportunities. 

What chidren CAN do

As children enter kindergarten and are working on developing their literacy skills, it's important that as teachers we focus on how each child is learning, growing, and progressing. Each child comes into the classroom with their own personal experiences with literacy, whether they be derived from teachings at home or their cultural backgrounds. Using each child's strengths is valuable when we are focusing on their literacy skills. In her article, "Sounding Out: A Pervasive Cultural Model of Reading", Catherine Compton-Lily states how teacher and family practices should focus beyond the "sounding it out" approach when helping young and struggling readers learn to read. Compton-Lily explains that ""sounding out" draws through a reliance on letter sound association" (2005, p.442) and is giving students the idea that reading is just a form of breaking down sounds, therefore, children are not engaging with what they are reading. Compton-Lily, along with others mentioned in the article, suggest that there are other strategies that draw upon children's knowledge that can be used to help students read. Students and parents who took part in the Compton-Lily's research showed that instead of just "sounding it out" students were looking for context within the reading. For some, that context was looking at the picture and from then drawing on their previous knowledge and being able to work through the word they were reading. While this strategy may vary from student to student, it's a strategy that children are already using when they are making meaning of the stories they read through during independent reading time. Children are constructing their own meaning and stories if they are not yet able to read all or most of the words. It only makes sense that we apply this same approach when they are learning to read and come across words that may seem unfamiliar to them.

For readers who seem to struggle with comprehension it's important that we also look at their strengths instead of focusing on their inability to understand. Modeling strategies for understanding can aid children in using these strategies. It's also important to keep in mind that children may be already using their own strategies when engaging with a text. In their book Catching Readers before They Fall Pat Johnson and Katie Keier talk about the different ways that readers use their previous knowledge and skills to understand or comprehend a text. While some strategies can be taught it's important to understand that not all children use them in a sequential order. The child will use these strategies "when he or she deems necessary to understand a text or solve a problem while reading" (2010, p. 136).  Some of these strategies may include children taping into their previous background knowledge to make connections with the text. Using this in order to help children comprehend can be very powerful. Children may also be able to visualize what they are reading in order to comprehend and that's another way in which teachers can use what children already know in order to connect with the text.

Focusing on students' strengths allows students to be able to tap into their literacy skills in a much more positive and engaging manner. Using the skills they already have and bring into the classroom allows for children to create strategies that helps them with their reading and comprehension.