Model, Model, Model

This week we read Routman's chapter regarding teaching comprehension as well as Cooper's article. We already know that Routman is a firm believer in modeling. In Writing Essentials she told us that if students are not writing the way she expects them to, she knows it is because she has not modeled the writing enough.

Routman states that comprehension strategies often become synonymous with comprehension. She warns against this belief stating that strategies are merely tools for comprehension. Routman further notes that students are spending loads of time and energy on learning and practicing the strategies being taught, but many times are doing so without knowing how to apply them. She therefore argues that it is very important to teach students why we are teaching a particular strategy, and that we must then go on to model how to use the given strategy by thinking aloud for our students.

Cooper states that readers construct meaning in a text by interacting with it - by thinking about what one is reading. Like Routman, Cooper discusses the importance of modeling and notes that through modeling, teachers are carefully scaffolding their literacy instruction. Unlike Routman however, Cooper takes time to identify two types of modeling, implicit and explicit. I wonder if Routman assumes that teachers are unconsciously and implicitly modeling at all times?

Cooper states that teachers should model each strategy in meaningful contexts. I think this is similar to Routman's argument that we must allow our students to "see" how and why we are applying strategies when we read.

It appears as if Cooper makes his own argument for Routman's Optimal Learning Model. Cooper states that we begin with modeling (Routman's Demonstration phase). Teachers should then move into modeling in an interactive manner through activities that call for collaboration between teacher and students (Routman's Shared Demonstration phase). Cooper follows this by stating that teachers should gradually transfer their modeling to their students, guiding them to become strategic readers (Routman's Guided Practice phase). Although Cooper does not mention independent practice, I believe it is the only natural next step and implied by Cooper when he states that we guide students to become strategic readers.