DOCUMENT RESUME ED 365 937 CS 011 528 Ediger, Marlow AUTHOR TITLE Reading and the Rural School Pupil. PUB DATE 94 NOTE 5p. PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Critical Thinking; Elementary Education; Elementary School Students; Elementary School Teachers; *Prior Learning; *Reading Instruction; *Reading Skills; *Rural Education; Rural Schools; Skill Development; Student Needs; Word Recognition ABSTRACT The rural school teacher needs to be certain that pupils are attaining the skills needed in reading to be successful in the world of work or postsecondary education. A major source of problems for rural pupils is that many lack background information in order to attach meaning to what is being read. Adequate attention must be given to pupils developing necessary skills in meaningful reading of abstract words. To attain usable background information, teachers may use clear pictures that relate to what rural pupils will be reading, followed by a discussion of the illustrations so that the pupils will attach meaning to the content being read. If pupils secure the necessary background information prior to reading subject matter, they will become increasingly proficient in word recognition and identification. From the completed reading activity, the rural school pupil must be able to make use of content acquired. The result of separating facts from opinions, reality from fantasy, and accurate from the inaccurate is critical thinking. Being good readers assists rural school pupils to achieve objectives that are vital for their long-term goals. (RS) ******************************************************************** * * Reproductions supplied by EDRS are the best that can be made * * from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Resserch and Improvement READING AND THE RURAL SCHOOL PUPIL -PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS DEFN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or orpsnization originating it by Dr. Marlow Ediger, Professor of Education 0 Minor changes have been made to improve reproduction duality Northeast Missouri State University, Kirksville Pcnt s of yew or opmions stated in t his doc ment do not necessarily represent official OE RI position or policy TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).- Reading, the first of the three R's, represents a skill that is vital to achieve for all pupils in rural schools. Society is demanding an increasingly higher level of reading achievement of high school graduates than ever before. Thus the elementary school years are vital in having learners achieve relevant skills in the reading curriculum. Many rural school pupils will move to urban areas as an adult to secure a job or vocation. The rural school teacher needs to be certain that pupils are attaining the skills needed in reading to be successful in the world of work or when attending additional years of schooling beyond that of the secondary school. Each pupil must be challenged to achieve as much as possible. Background Information I have supervised student teachers for approximately thirty years. Many of my student teachefs taught in rural schools. A major source of problems which I observed pertaining to the teaching of reading was that pupils lacked background information in order to attach meaning to what If we want these pupils to understand subject matter was being read. read, the teacher must assist learners to comprehend content they will be reading. Over the years, I have recommended to student teachers that adequate attention must be given to pupils developing necessary Prior to reading a given skills in meaningful reading of abstract words. the teacher must be reasonably certain that pupils selection by pupils, will understand what the diverse abstract symbols stand for in a To attain usable background grapheme- phoneme relationship. information, the teacher may use clear pictures that relate to what rural school pupils will be reading. The illustrati.sns should be discussed with learners so that they in sequence will attach meaning to content being It is surprising how much better pupils achieve silently or orally. read, 2 MAILABLE BEST COPY when they have the needed background information to understand the abstract words being read. How much time should be spent on having learners secure the necessary prerequisite information to make reading meaningful? At first with a new set of learners at the beginning of a school year, the teacher will need to estimate the number of sequential activities necessary. Pupils differ from reach other in terms of reading skills and abilities possessed. Careful observation by the teacher will, in many cases, indicate the amount of teaching time necessary to guide learners in obtaining an adequate amount of subject matter prior to reading orally or silently. The teacher must secure the attention of each learner when background information is being provided so that readiness for reading is in evidence. Selected teachers prefer to start with concrete objects instead of pictures as a first learning activity in providing background information. A concrete to semiconcrete sequence is then being emphasized. A major problem here may be the locating of concrete objects when pictures are much easier to secure to show to learners prior to reading. Encyclopedias, newspapers and newsmagazines, old textbooks, and teacher collections of pictures over the years, among other reference sources, generally contain numerous useful illustrations to provide backwound information to pupils prior to I have known student and regular teachers who have collected reading. a good file of illustrations. Each set of illustrations is placed into a manila folder and labeled such as "pictures of farm animals" or more specifically Illustrations on chickens." I would strongly recommend for rural children that they experience pictures on urban scenes prior to reading since their vocabularies may be stronger on concepts pertaining to rural situations. Thus pupils need to view scenes of escalators, , freeways, urban pollution, car parking garages, and sky hotels, scrapers, among others, prior to reading related content from the basal reading series. This is not to say that many rural pupils have not been in and seen urban sites and situations. Rather, the teacher must make certain that rural pupiies understand what is being read. As the individual pictures are being discussed with learners, the teacher needs to print in neat manuscript letters on the chalkboard the 3 BEST COPY AVAILABLE abstract word for each illustration. Learners should view each word carefully and its relationship to the relevant picture being considered. Pupils must be guided to pronounce individual words correctly. Incorrect Here is a good pronunciation can make for errors in word identification. time to teach word recognition skills as is necessary. Thus pupils that have trouble with phonetic elements can be given needed assistance. a pupil who reveals deficiencies in syllabication skills may be given Or, help to identify words correctly. Rural school pupils will show which skills in reading they need more guidance in. The teacher needs to be I believe that if In all cases, proficient in diagnosis and remediation. pupils secure the necessary background information prior to reading subject matter, they will become increasingly proficient in word recognition and identification. Why? Learners then become more capable in using context clues to identify unknown words. For example, if a pupil cannot identify a word in reading, he/she might fill in the unknown with a word that makes sense in context. That word might come from one of the illustrations used to guide pupils to attain background skill in using phonics and syllabication will assist the If not, information. learner in word recognition of the unknown. Deficiencies in reading must be identified and remediation take place so that the rural school pupil will be ready to assume increasing responsibilities in the complexities of life. the rural school pupil must be From the completed reading activity, It is salient then that these able to make use of content acquired. learners be able to think about ideas attained. From what has been comprehended in reading, the pupil needs to analyze subject matter. To analyze means to break down into component parts that which has been read. Thus separating facts from opinions, reality from fantasy, and the accurate from the inaccurate is important. The result is critical thinking. Thinking of unique ideas pertaining to what has been read is also Here, the rural school pupil engages in creative thought. significant. Originality of interpretation and novelty of ideas expressed directly related to what has been read further stresses creative thinking. A very salient skill for all rural school pupils to achieve is to read to 4 BEST COPY AVAILABLE All face problems in society and need to select and solve problems. solve relevant problems be they personal or social dilemmas. The rural school pupil of today will need to solve many problems, including whether to go on to higher education or into the world of work after high school graduation; which job, profession, or vocation to pursue; and how to finance the getting of needed education to pursue what is desired Being a good reader assists the rural school pupil to in the work place. achieve objectives that are vital for his/her long term goals. Also, being a good reader has intrinsic values for personal enrichment, recreation, and individual enhancement. Of all skills I leisure time activities, possess, reading would almost have to come near the top in terms of of enjoying reading for its own value in the profession and in personal sake. BEST COPY AVAILABL E