For those of us whose schooling days is a faint memory, we have probably forgotten the difficulty we faced while learning to read. Whilst it looks like an easy and quick task, our brains are actually problem-solving by linking sounds of speech to symbols in print and then, using the language we are familiar with we make links to the print on paper. This comes automatically but for the beginner reader it is no easy task. For them to make sense of what they are reading they must attend to several different kinds of knowledge, choose between alternatives, work on word after word with the flexibility to change responses quickly at any point. They must constantly search, select, reject, self-monitor and self-correct. For the successful reader this process is automatic. The successful reader should be able to read silently, sorting out puzzles in their head without slowing down the pace, solve words on the run while maintaining meaning, structure and flow. The successful reader will continue building their vocabulary and assimilating larger chunks of information as they read with increased speed.
Marie Clay describes the progress in reading as two distinct models, the additive model and the transformation model. The additive model, which she likens to “credit in a bank account or scores for words known’ where an accumulation of known things such as words, letters, phrases and books are reported as progress. The transformation model she characterises as “change in the complexity of the processing system.” In this transformational model, we look for the reader to integrate different kinds of information, demonstrate alternative ways of using information and mobilising several resources needed for a specific task.
Although both models are useful, it is important for us as teachers to be aware that the way we think about reading influences what we attend to when looking and assessing change in reading behaviours. It is easy to measure change in an additive way through word count and book levels simply because these things are easily measured and tested. However. it is paramount to focus on transformations in children’s learning as processing becomes more complex.
Developing successful readers is a challenging task. For the teacher this means finding a starting point by observing closely what knowledge the child already has. From the very first lesson in reading children should use what little they know to engage in simple processing. With regular close observation and analysing of reading behaviours, the teacher is able to plan and implement a reading program, which will guide them to more complex processing, enabling a change over time that will lead to a successful reader.