Interview with a Reading Specialist

Today's post is by Elisa Gall. She works as Youth Collection Development Librarian at Deerfield Public Library in Illinois. She can be found on Twitter at @gallbrary.

 

Tracy Woelfle
Photo courtesy of Tracy Woelfle

Members of ALSC (Association for Library Services to Children) can range from librarians to classroom teachers to consultants to everything in between, and the makeup of the Geisel Committee is no different. That being said, I’ve felt at times that when we’re talking about all-things-beginning readers in the library world, the perspective of a reading specialist can go unheard. Luckily for us, Tracy Woelfle, a Reading Specialist with whom I’ve had the pleasure of working before, was willing to let me pick her brain. She has a Reading Specialist Masters and an Elementary Education degree from Indiana University. She has taught first grade, second grade, and she is currently the Reading Intervention teacher at an elementary school in Evanston, IL.

 

Our conversation is included below. I loved hearing Tracy’s insights and I believe her opinions give us—no matter our job titles or areas of expertise— something about which to think.

 

EG: The purpose of the Geisel Award is to recognize the creators of a book for beginning readers, “who, through their literary and artistic achievements demonstrate creativity and imagination to engage children in reading.” To you, what makes a great book for beginning readers?
TW: Early readers are not always the most engaging books on the shelf. That is why there are so many character driven books and series for early readers. Familiar characters ensure kids will continue to pick them up. The words need to be simple, repetitive and easy to decode. Yet, the story still needs to grab a reader’s attention. Elephant and Piggie books, Fly Guy, and Dr. Seuss do just that. My favorite early reader is P.D. Eastman’s Go, Dog, Go!

 

EG: When selecting the winning titles, committee members consider the following criteria:

• Subject matter must be intriguing enough to motivate the child to read
• The book may or may not include short "chapters"
• New words should be added slowly enough to make learning them a positive experience
• Words should be repeated to ensure knowledge retention
• Sentences must be simple and straightforward
• There must be a minimum of 24 pages
• Books may not be longer than 96 pages
• The illustrations must demonstrate the story being told
• The book creates a successful reading experience, from start to finish
• The plot advances from one page to the next and creates a "page-turning" dynamic

Based on your experience working with children, Is there anything that you would change, clarify, or add to this criteria?
TW: This sounds like good criteria. Criteria I often follow: Length, Layout, Structure and Organization, Illustrations, Words, Phrases and Sentences, Literary features, Content and Theme. I know that early reading books need to have a clear font, the vocab should be limited to sight words or words that can be easily decoded, there should be simple sentences, and the stories and images should appeal to ages 5-8. The pictures should give clues, so it's easier for a new reader to decode unfamiliar words. I'm excited to see what new books will be chosen. There are so many wonderful pieces of literature out there and it's a hard to task to sort through them to highlight the best!

 

EG: What do you wish more grown-ups (including librarians) knew about learning to read?
TW: I'm sure most grown-ups and librarians already know this, but these are rules I like to follow and share with my student's parents:

• Let your child see you reading! Set a good example by letting children see you reading books, magazines, newspapers, etc. This shows you value reading.
• Make time to read EVERY DAY with your child for 15-20 minutes.
• Limit the amount and type of T.V. you and your child watch. Spend more time reading! The time and attention you give them has many benefits and will help them be successful in school.
• Have a variety of reading materials available.
• Visit the library often. Get your child their own library card.
• Buy books as gifts.
• Make sure children always have something to read in spare time (waiting for appointments, trips, etc.).
• Reading is everywhere: point out printed words in the home and community.
• Help kids learn words from signs, menus, food product labels, etc.
• Verbally label familiar and unfamiliar objects as you talk to your child. This helps expand their vocab.
• Talk to your child when you play and do daily activities. Explain what you are doing and how things work.
• Read many stories with rhyming words and lines that repeat. Invite kids to join in on these parts.
• Read aloud to your children and help them select material to read that match their passions.
• To focus on comprehension, ask questions before, during, and after a book.
• Help children build their reading stamina.

 

EG: Are there any professional books or resources you’d recommend to someone wanting to learn more about the learning-to-read process?
TW:
Reading Strategies and Writing Strategies by Lucy Calkins
Every Young Child a Reader by Sharon Gibson and Barbara Moss
Jennifer Serravallo’s Reading Strategies and Writing Strategies books

 

EG: Librarians often face pressure from administrators and caregivers to restrict student choice based on levels (see this recent position statement on leveling from the AASL). Can you speak to the strengths and/or limitations of leveling systems? Is there a particular system that you find more helpful than others?
TW: Becoming a good reader means having access to good teaching and to materials that will support the development of a self-extending system. Three things need to happen at school each day:

1. Reading aloud to help children understand the structure of written language, expand their knowledge of words and learn new ways of using language.
2. Individual reading to help them become independent, get more practice and choose books for themselves.
3. Instructional reading, which involves a carefully designed program to help readers expand their skills and strategies.

Students have opportunities to read "at their level" to build stamina and continue their reading growth in an upward trend toward grade level competencies and beyond.
A leveled book has several advantages:

• An organized set of books makes it easier to select books for groups of children.
• Having a gradient of text provides a way to assess progress over time.
• A leveled book collection allows for a variety of text that provides opportunities to increase reading power.

As a reading Teacher in Evanston, I follow Fountas and Pinnell Guided Reading Levels. Honestly, I often use Lit Leveler app on my phone to tell me the book level. It's important to read books on your level to grow, but it is incredibly important to continue your love of reading by attempting and looking through harder books of interest and being read to by an adult. All of this needs to take place!

 

EG: What are some of your favorite beginning readers (or authors) to share with students?
TW:

• Mo Willems
• Dr. Seuss
• Adventures of Otto by David Milgrim
• The Bella and Rosie series
• Some of my favorite recommended easy chapter books include Poppleton, Henry and Mudge, Mercy Watson, Flat Stanley, Cam Jansen, and Freckle Juice.

 

Thank you, Tracy!