FAQ's

FAQ’s About Falling Readers &
Reading Instruction
Dear Dr. Connie:

What common mistakes do you see teachers do or not do regarding reading strategies and the struggling reader?
Here is a list of common mistakes that tend to lead to difficulties for struggling readers:

Text levels are too easy or too difficult.
Not enough independent reading in order to practice what is taught.
Assuming kids ‘get it’ just because it was taught!
Not enough meaningful, engaging activities to practice what is taught in whole-group and small-group settings.
Lack of adequate training in running record use and analysis.
Limited and/or ineffective courses in undergraduate literacy programs.
Too much time wasted in transitions (getting from their seats to the reading group, from the library to the classroom, from lunch to the math lesson, from recess to guided reading, etc.)
Too much emphasis on ‘lack of time’ and ‘lack of money’ and not enough focus on the power that every teacher has to catch every single child. Kids become what they think their parents & teachers want them to become!

What is your method of teaching reading strategies?
I draw from numerous researched reading strategies. They include, but are not limited to, verbal prompting, teaching from ‘behind’ the child, providing practice with a variety of genre, creating strong connections between writing & reading skills, applying my voice, pace, body language, & eye contact, and utilizing magnetic letters, cut-up sentences, sight word phrases, etc. What we want is to ensure is that ‘inappropriate behaviors’ are ‘caught and corrected’ before they become habitual in falling readers. (Note: see section #30 of my book, catch a falling reader (2nd ed.), Breaking the 6 habits of falling readers.

Explain to me how you identify your students as independent readers?
Other than an MRI, there is no better way of determining what reading level a child is at than with a running record! Running Records were invented in 1974 and every teacher who teaches children to read should be proficient in taking them and in using the data gained from them. An analysis of errors on the running record gives us a window into the child’s brains while also identifying which ‘cueing systems’ are being used and which are being ignored. In addition to the running record, we also want to check on comprehension with a combination of questioning, retelling, graphic organizers, and think-alouds. (Note: See section #31 (Creating an Assessment Table) and section #32, (Becoming Proficient at Taking and Using Running Records) in my book, Catch a Falling Reader.)

How do you encourage students to use reading strategies while reading independently?
All reading strategies are internal. We want them to become automatic through practice, repeated readings, and discussion. I encourage students by selecting books that allow them to practice in their ‘zone of proximal development’ while also creating a high level of success. Verbal prompting and vocal tone are key elements to offering feedback that cements these internal strategies. The child must become totally independent of the teacher in order to process strategies with proficiency, confidence and accuracy. Eye contact is another way of ‘reaching the child’s brain’ by suggesting positive feedback and reinforcement; especially for children with limited attention spans and other attention issues. (Note: see section #3 in my book, catch a falling reader (2nd ed.), Adjusting our tone of voice…frequently & section #4, making eye contact at teachable moments.)

Some teachers believe that reading instruction should be skilled- based. What is your stand on this statement?
There is definitely an enormous range of ‘skills’ employed while learning to read. As with everything we teach, we must assess, prescribe, and then take action. We must base our instructional decisions on the data. Students who need a stronger focus on basic skills should get what they need to move forward! Students who have mastered certain skills, but still can’t read, should receive instruction that weaves a whole array of skills into the process of reading and writing. Students who need the most systematic teaching of phonics skills tend to be those students with speech/language difficulties, word retrieval issues, articulation/discrimation of sounds, second language learners, children who had numerous ear infections as toddlers, and children who had little opportunity to ‘speak’ in their preschool years.

What is your philosophy regarding reading instruction?
A careful balance of talking to, with, and by children, reading to, with, and by children, and writing to, with, and by children is a timeless philosophy. This balance, along with a daily focus on the role of the teacher and the use of assessment to drive instruction, is the key to successful literacy instruction for every child.

If you would like to ask Dr. Hebert a question, please email her. All email addresses remain confidential. If you do NOT wish to have your question/answer placed on the website, please indicate that. Thank you.

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