ASSIGNMENT:  “TEACH MIKE TO READ”

          While attending the University of Iowa as a graduate student in school psychology I enrolled in a required course, “The Teaching of Reading.”  My assignment at the reading clinic was, literally, “Teach Mike to read.”       

          Before working with Mike, I had to prepare a comprehensive lesson plan (proposal) including references and rational for approval by the reading clinic’s administrative committee. I reviewed Mike’s school records. When we began working together, I assessed and evaluated his personal, social, developmental and academic strengths and weaknesses and we became a team with a common goal.

          Mike was 14, in the 9^th grade, reading below the third grade level. He had been in a number of remedial reading programs, some more than once and he had previously attended the reading clinic at the university.

          To put Mike’s reading level in perspective: students who read grade 3 texts well and grade 4 texts with little difficulty, demonstrate basic reading skills. Thereafter, improvement requires persistent reading to learn new words quickly and read fast enough to understand content. Students struggling with reading at their grade level generally lack vocabulary development (learning new words) which requires sufficient and continuous time devoted to reading. Writing reinforces reading; however, fine motor skills develop slower than average for approximately 10-12% of early elementary students. This delay can usually be overcome by connecting reading with spelling and writing and all these skills are connected and learned in THE PROCESS.   

          Reading clinic lasted one semester. To gain two years in reading level, to reach grade level 4, Mike would have to learn four times more (four times faster) than is expected of most students in one semester.  I was not optimistic. 

          I reviewed available records from Mike’s school and his previous clinic work.   Had he learned less than expected because he simply learned slower than others?  Was he developmentally slow or disabled? Were there developmental discrepancies which caused problems early on which might be outgrown as he matured?  Was he hyperactive?  Did he have vision or hearing problems?  Was he easily distracted and unable to pay attention?  Was school important to him? Did he apply himself? 

          Available school and clinic records indicated the answers to the questions were currently, “No,” which were confirmed by my assessment and evaluation.

          Mike’s intelligence subtest scores fell in average and above average ranges. Eye-hand coordination, visual tracking, fine and gross motor skills were normal. Hearing and vision checks cleared. On oral tests he demonstrated listening skills, verbal memory and attentiveness. He spoke well. He participated in class. He was liked by teachers and students. There were no indications of discord at home making it difficult or impossible for him to pay attention or concentrate at school.   

          Unfortunately, these attributes did not alter the fact that Mike’s reading and his skills in related areas, namely, spelling and writing, were significantly below expectancy.

Obviously, I would have to come up with a few extraordinary ideas to have any chance of reaching and teaching Mike. Well, I had recourse: seek documented and insightful research, information and knowledge; also, on route, it would be important to consider my own experiences and insights as a teacher and as a student. If I was fortunate, perhaps a few possibilities would emerge.

          Via a diligent search of the university’s library stacks, I discovered a book with some unique ideas, REMEDIAL TECHNIQUES IN BASIC SCHOOL SUBJECTS,by Grace M. Fernald. Dr. Fernald was affiliated with the University of California, Los Angeles, in the 1930’s and 1940’s. In the book she reviews her research and instructional work along with that of others at public and university schools, including use of the kinesthetic technique, which seemed to be at least as old as the beginning of modern civilization. In addition, the book included commendations by renowned education leaders of the daypraising her work and its expected impact.   

            “Although vision and hearing are fully developed when children begin school, cognition, perception,and fine motor skills develop at different rates and may take up to three more years to mature. As a result, we inadvertently move too soon and fast for some students and too late and slow for others. Perhaps that’s what happened to Mike.

            “If I engaged Mike’s visual, auditory AND fine motor channels as encouraged by Fernald in her emphasis on the significance of the kinesthetic technique, he would have an opportunity to use and integrate all these channels.  Perhaps that would help him!” 

          I decided to include the kinesthetic technique in Mike’s lessons since this might help him spell and write words and remember them. I would continue the technique as his reading improved, if it improved - 

          But serious problems with content existed as grade 1 and 2 texts would surely 1) bore Mike, 2) insult his intelligence, and 3) remind him of previous failures - hardly motivational ingredients!  Besides, like most 14 year olds, he had interests and concerns vying for his attention that were far removed from the content of elementary textbooks.

          Where would I find content that would be of interest to him? Kindle some enthusiasm? What could serve as an alternative to early elementary texts? Student selected items from newspapers, magazines or periodicals? Library books? High interest - low level reading books were available. Mike might enjoy the adventures in these but the vocabulary is preselected as in elementary texts and story books. No. Mike needed content in his own spoken language and at his vocabulary level, which according to my testing, meant items of interest to students his age and older.

          “Aha! I would have Mike use HIS spoken language and vocabulary!  We would tap HIS personal interests and proclivities!  HIS past and present experiences!  HIS future! Mike would write his own books!  He would compose and read his own contents which WOULD be of interest to him and COULD include stories, articles, poems, assignments, research reports, etc.