DIALOGICAL-THINKING READING LESSON( D-TRL )

The D-TRL was developed in 1991 by Michelle Commeyras, an Assistant Professor at the University of Georgia and an investigator at the National Reading Research Center. She conducted research on critical thinking.

This approach grew out of Commeyras’ exploration of ways to infuse critical thinking into the reading instruction while teaching sixth grade pupils. She developed a critical-thinking reading lesson format to use with stories in basal reader, and further developed that format for a research study she conducted with fifth grade pupils who had learning disorders. She called this elaborate lesson format a Dialogical-Thinking Reading Lesson (thereafter reffered to as D-TRL).

The goal of each D-TRL is to engage pupils in reasonable reflective thinking in order to decide what they believe about a story-specific issue. D-TRLs encourage the pupils to return to the text to verify or clarify information, to consider multiple interpretations, and to evaluate the acceptability and relevance of competing or alternative interpretations.

2 Phases of D-TRL

•The Reading PhaseAn important element in D-TRL is the story to be read and discussed. It is important to select a story that lends itself to discussion of an issue or question that can be considered from more than one perspective and that the pupils will find it significant or intriguing.

•The Discussion PhaseThe discussion phase of each lesson consumes most of the time because it is conceptually the most important part. Another key element of the discussion phase is getting the pupils to evaluate the truth and relevance of their reasons. If all the reasons have been filtered through the teacher judgement, the pupils will denied the opportunity to evaluate their own thinking.

Drawing conclusions

At the end of each D-TRL, the pupils are always given the opportunity to say what they believe about the central question given all the thinking they have done on the topic. Central to critical thinking is knowing when to withhold judgement. It is entirely possible that even after a good discussion some students will not feel ready to draw a conclusion. An alternative to discussing the pupils’ conclusions is to have them write about their conclusions and then share their written responses later.

The ultimate goal of D-TRLs should be for the pupils to engage in thoughtful and in depth discussions of their reading without the teacher serving as discussion leader. Instead, the teacher might participate as an equal partner or to be free to work with another group of pupils

DIAGNOSIS IN READING

Diagnostic procedures begin with a study of the children’s instructional needs based on the expectancies of their chronological age, mental age, and grade placement.

The teacher seeks to discover why a pupils read as they do, what they can read, and what the do read successfully. The teacher needs to know if the pupils are having problems in reading and, if so, what they are and what are their causes. The teacher wishes to know the pupil’s general abilities and their reading development. In short, the teacher needs to know the strengths and weaknesses of the pupils.

Diagnosis is a logical process based on a consideration of all the available data concerning a particular individual or group of individuals.

The analysis of these data and their interpretation in the light of knowledge gained from past experience enables the teacher to suggest necessary developmental or remedial measures.

Principle of Diagnosis

A diagnosis is always directed toward formulating methods of improvement.diagnosis involves far more than appraisal of reading skills and abilities.A diagnosis must be efficient – going as far as and no further than necessary.Only pertinent information should be collected and by the most efficient means.Whenever possible, standardized test procedures should be used.Informal procedures may be required when it is necessary to expand a diagnosis.A diagnosis should be continuous.

Steps in Diagnosis

1. Secure as much information as possible about the pupil and record them on a case history bank.

2. Obtain the most accurate measure possible of the level at which the child should be able to read.

3. Administer a standardized reading survey test.4. Analyze the data to determine whether the child has a

reading problem.5. A detailed analysis of the child’s reading problem is

made.6. Collate all the data secured and interpret the results as

accurately as possible.7. An attempt is made to identify the factors which may be

inhibiting reading progress.8. Make appropriate recommendations for remedial therapy.

WORKING WITH PROBLEM READERS

A study of problem readers, then, must include the reality that classroom teachers not only are in the best position to help students, but also are professionally responsible to continue the education of the students as in intelligently and efficiently as they can.

Characteristics of Problem Readers

1.They do not read as well as their abilities indicate they should. They should not be judged by their reading skills in relation to their grade levels in school, but rather in relation to their potentials.

2.Students may be considered problem readers when, with the exception of a specific skill deficiency, all other measures of their reading are up to their levels of potential.

3.Students also may be considered problem readers when, in spite of reading skills in good relationship to their potential, they lack the desire to read.

RAMIFICATIONS OF THE READING PROBLEM

Problem readers are not only a problem to themselves but eventually cause problems in school and at home

In School

In school, where students often are pressured to achieve a certain grade level of performance, problem readers are source of never ending disappointments. Teachers may react by giving up on them or by feeling that they are indifferent, lazy or troublesome. Frustration by the rejection and the labels which they have received; problem readers either cannot or will not work independently.

Not at all problems readers become school dropouts; however, the strained school-pupil relationship increases dropout possibilities. Psychological dropouts are in every school; they generally create problems for both the teacher and students who are there to work.

With Peers

Peers often treat them kindly, it is not uncommon for problem readers to be teased and taunted. They are not with the “in” group and are often found alone at play as well as in the classroom. Rejection encourages them to seek companionship with others in the “out” group. A further complication is problem readers’ repetition of grade, which places them one year behind their peers.

With Parents

Parents become anxious when their children are not succeeding in school. They may try to solve the problem by urging or forcing the children to make greater efforts. Students are not blind to this shame and rejection, and they too will look for someone to blame.

By observing problem readers, it can be concluded that ramifications of their problems are felt not only by themselves but also by the school, peers, and family. Their inability to solve their own problem causes the future to look dark indeed.