R.E.A.D… It’s Your Turn.

Image taken by Dr. Gregg McGough
Image taken by Dr. Gregg McGough

Please take a moment to scroll down to the bottom of this blog post.

      I’ll wait a moment until you come back…

          Seriously, you must see what is at the bottom of this page to understand this post.

 

Did you notice that each blog post invites YOU, the reader, to interact with the text?

 

Social media and Web 2.0 tools have truly leveled the playing field and allowed educators from the field to share their thoughts and ideas with other embedded practitioners. This new electronic medium provides users with relevant content, but it comes with different expectations and responsibilities for the reader. Let’s take a look at how one should interact with a blog post.

Emerging digital platforms are changing one’s reading habits by inspiring him/her to interact during and after the reading process. Here is an acronym to remember how to R.E.A.D. a blog post:

Reflect, Engage, Apply, and Discuss

Educators, many still in the field, are taking a moment or two to share some thoughts and reflections on what works or doesn’t work in today’s classrooms. Readers should reflect upon the implications the blog has upon their own experience. Next, blog readers should use social media sites like Twitter to connect and engage in virtual conversations with the writer of the post…by the way, my Twitter name is @McGough3R.

The themes and messages of a relevant blog post should have direct applications to the daily life of a classroom teacher. The blogger is placing ideas and concepts out into the blogosphere in an effort to start a virtual conversation where both parties, author & reader, benefit from the exchange. If the reader feels like the post and the blogger have brought up a good point…PLEASE HOLD UP THE OTHER END OF THE CONVERSATION!

In an effort to prove that this blog post is effective, please reflect upon how digital reading is changing the life of a teacher.

Dr. Gregg McGough, blogger & podcaster

Using Data to Overcome Reading Obstacles in Career Readiness

Reading is a subject and skill set taught throughout lexile-levelthe elementary years. However, reading, per se, is seldom taught at the secondary level. Many of us would agree that as textbooks and other assigned reading materials grow in terms of difficulty, vocabulary, and structure, it is critical that we collectively help our secondary students continue to refine their reading skills and strategies, as a mechanism to help prepare them for college and career success.

But, how do we go about doing that when we know that students read on such varied levels of reading proficiency? The best starting place is to determine the level at which each individual student is reading. The use of Lexile measures can pinpoint with great accuracy and individual student’s reading level. These data can then be used to guide the development and implementation of appropriate reading instruction in order to capitalize on the reading strengths and deficiencies possessed by students across a class or course. Engaging in these types of student reading assessments are growing in importance as the Common Core State Standards are requiring students to be able to read at higher, more advanced levels.

Once these reading levels have been determined, educators can adjust reading materials to correspond both to current reading levels and the desired goals as outlined by the Common Core State Standards. Then, both pre-reading and post-reading comprehension strategies can be incorporated in order to increase reading comprehension of more advanced reading passages.

In this corresponding chapter in the handbook, we provide information, resulting from research conducted by MetaMetrics, regarding the desired reading levels (measured in Lexiles), in addition to those that are suggested by the authors of the Common Core State Standards. For more information about teaching to differential reading levels, and to read the entire chapter titled, How Can You Teach Students Who Read At Different Levels?.