Table for 6?

The case for instructional engagement.

Reading research identifies five components to reading. 1. Phonemic Awareness 2. Phonics 3. Fluency. 4. Vocabulary 5. Comprehension. There should be no dispute to the fact that all five critical components must be directly taught and that ALL are essential to reading success. Intentional instruction in each of the five areas assures that each component receives the attention needed for systematic implementation. But, is there something missing?

I’m in the middle of two books. One is about the St. Croix river in north western Wisconsin. It is full of vivid details about the geology, history, and physical features of the river. The author uses rich vocabulary, and, as the book is older, some long lost words reminiscent of days gone past. The descriptions of indigenous life, the prospects of logging, the plight of the pioneers, and the mighty roar of the water itself all draw a reader into a fantastic visualization. I hang on every unfamiliar word, longing to look it up so I might totally appreciate the author’s intended impact of his word selection. I am engrossed in this non-fiction work; and it feels amazing. I read for hours at a time and my wife is getting tired of me spewing forth my new found information like it was some revelation from a higher power.

I’m also struggling to get through my sixth book of this year on educational leadership. I try my hardest. Like my other selection, I can fluently read each familiar word and can decode and look up words to which I am unaccustomed. But, I don’t want to. I skip the words I don’t know, even though I know I shouldn’t. I’m uninterested in re-reading the sentences I don’t grasp, even though I know I shouldn’t. I read for minutes at a time; barely making it more than a page. After two weeks, I can’t tell you what this book is really about. I share nothing of my learning, because I haven’t learned anything. Don’t get me wrong, it is well written and I’m sure very informational. I have the words. I have the strategies. I have the skills. I. Just. Don’t. Care. AND I can’t help it. I’m trying, really I am. But, I can’t.

So, it isn’t my phonemic awareness, phonics, fluency or vocabulary that are affecting my comprehension. It’s my engagement. 100%. While research is very clear on the five critical components, do we also need to acknowledge a sixth player in the game? I’m not a researcher, nor do I play one on T.V. But, other people are and several studies do discuss engagement. While I don’t really advocate changing the five components to include engagement, I do believe engagement has an equally important seat at the table. Even if unofficially.

Absolutely provide instruction and opportunities in phonics. Employ instructional activities that support fluency. Build a rich vocabulary that stretches a students experiences. Provide direct instruction in the comprehension strategies. Just don’t forget about engagement. Provide beautiful books. Give them choice and ownership. Let them read without constant assessment. Find their passion. Help them celebrate their reading. Allow them to talk to each other. Be a commercial for good books. Expose them to multiple genre. Read to them like an author. Engage them. After all, it’s what good readers do.