Read Like a Champion (with Doug Lemov)
Doug Lemov: Absolutely. I think Dylan William’s quote really hits the nail on the head. There is this romanticized notion in education that if we just expose students to a lot of rich content, if we just let them explore and discover on their own, they will naturally learn and develop critical thinking skills. And while there is certainly value in exploration and discovery, there is also a critical component missing from this approach: explicit instruction.
Explicit instruction involves clearly explaining concepts, providing guided practice, and giving immediate feedback. It is a structured and systematic approach to teaching that ensures students have the foundational knowledge and skills they need to think critically and solve complex problems. Without this explicit instruction, students are left to figure things out on their own, which can lead to gaps in understanding and misconceptions.
In the case of reading, for example, students need to be explicitly taught phonics skills so they can decode words and make sense of text. Without this foundational knowledge, students may struggle to read fluently and comprehend what they are reading. Similarly, in the case of vocabulary, students need to be explicitly taught new words and their meanings in order to expand their language skills and enhance their ability to communicate effectively.
So, while the idea of letting students think and explore on their own may sound appealing, the reality is that they need more than just opportunities to practice thinking. They need the tools and strategies to think effectively, and that comes through explicit instruction and structured learning experiences.
This is the message that we are trying to convey in our book, the Teach Like a Champion Guide to the Science of Reading. We are advocating for a more evidence-based approach to teaching reading that is grounded in research and best practices. By incorporating explicit instruction, systematic phonics instruction, and vocabulary development strategies, we can help all students become proficient readers and critical thinkers.
So, as we reflect on the failures of past educational fads and misguided approaches to teaching, let us embrace the power of explicit instruction and evidence-based practices to ensure that all students have the opportunity to succeed. Thank you for joining us today, and I look forward to continuing this important conversation. The students who are knowledgeable about baseball are able to make inferences and understand the text much more easily than those who are not. This is because their background knowledge about the topic allows them to connect the dots and fill in the blanks in the text. This study highlights the importance of background knowledge in reading comprehension.
So, when we talk about teaching reading fluency, we are not just talking about teaching students how to sound out words and pronounce them correctly. We are talking about teaching them how to understand, assimilate, and absorb a text. And in order to do that effectively, we need to consider the role of background knowledge.
Background knowledge is crucial for reading fluency because it helps students make connections, draw inferences, and understand the deeper meaning of a text. Without the necessary background knowledge, students may struggle to make sense of what they are reading, leading to poor comprehension and retention.
In the American education system, there has been a belief that reading is simply a set of transformable skills that can be taught in isolation. However, research has shown that reading comprehension is heavily dependent on background knowledge. This means that in order to improve reading fluency, we need to focus on building students’ background knowledge.
One way to do this is through explicit instruction and exposure to a wide range of texts and topics. By providing students with the opportunity to build their background knowledge, we can help them become more fluent readers who are able to engage with and understand a variety of texts.
In conclusion, background knowledge plays a crucial role in reading fluency. By acknowledging the importance of background knowledge and incorporating it into our teaching practices, we can help students become more proficient readers who are able to comprehend and analyze texts effectively. Background knowledge plays a crucial role in our understanding of texts. Whether it’s deciphering a passage about baseball or interpreting a simple story about a girl and a wooden box, our prior knowledge shapes the inferences we make and the meaning we derive from the text. This concept is not only relevant in literature but also in various domains where specialized knowledge is required.
In a conversation between Russ Roberts and Doug Lemov, the importance of background knowledge is highlighted through examples from baseball and a simple narrative about a girl and a wooden box. In the baseball scenario, the tension between Roberts and Lemov is evident to someone with knowledge of the sport, but completely missed by those unfamiliar with baseball. Similarly, the story about the girl and the wooden box offers insights into her character, age, and the task at hand based on subtle cues in the text.
The conversation also delves into the idea of the curse of knowledge, where individuals struggle to understand what others do not know due to their own expertise in a particular subject. This phenomenon can hinder effective communication and teaching, as assumptions about background knowledge can lead to misunderstandings and misinterpretations.
Doug Lemov shares a personal anecdote about his son reading Animal Farm without the necessary background knowledge of the Russian Revolution, resulting in a surface-level understanding of the text. This highlights the importance of providing context and rich background information to enhance comprehension and engagement with the material.
Ultimately, the key takeaway is that background knowledge serves as the foundation for making inferences and deriving meaning from texts. By equipping students with relevant and interesting background knowledge, educators can enhance their learning experience and encourage deeper engagement with the material. Whether it’s deciphering a complex passage on particle physics or analyzing a historical fiction novel, background knowledge plays a vital role in shaping our understanding and interpretation of texts. Understanding the historical context of a novel is crucial for students to fully engage with the text and make meaningful connections. In the case of a classic canonical fifth or sixth grade text like “Number the Stars” set in Denmark during World War II, it is important for students to have background knowledge about rationing, the Nazi occupation, and the risks faced by Jewish citizens. Without this foundation, students may struggle to grasp the significance of certain events and themes in the story.
Rationing was a common practice during World War II, where governments controlled the distribution of goods to ensure that resources were allocated fairly and efficiently. In Denmark, like many other countries at the time, rationing was necessary due to the scarcity of supplies caused by the war. Items such as butter and sugar were in short supply, leading to restrictions on how much each person could purchase. This meant that people had to make do with limited resources and find creative ways to make meals without certain ingredients.
The Nazi occupation of Denmark added another layer of complexity to daily life. Jewish citizens faced discrimination, persecution, and ultimately deportation to concentration camps. The risks of being caught hiding or helping Jewish individuals were high, as the consequences could be severe. This atmosphere of fear and uncertainty forced people to engage in clandestine activities, such as hiding food or sheltering those in danger, in order to protect themselves and others.
By providing students with nonfiction articles that explain the historical context of the novel, educators can help them develop a deeper understanding of the themes and events in the story. Building background knowledge through supplementary readings not only enhances comprehension but also encourages critical thinking and analysis. Students can make connections between the nonfiction information and the fictional narrative, leading to a more enriching and meaningful learning experience.
Furthermore, teaching vocabulary in a more thoughtful and intentional way can also enhance students’ comprehension and engagement with the text. Rather than relying on guessing or context clues, educators can provide clear definitions and examples of word meanings to help students expand their vocabulary and language skills. Encouraging students to discuss and reflect on the significance of words within the context of the story can deepen their understanding and promote higher-level thinking.
In conclusion, equipping students with the necessary background knowledge and vocabulary skills is essential for them to fully engage with and appreciate classic literary texts like “Number the Stars.” By providing context, explanations, and opportunities for discussion, educators can help students make meaningful connections, draw inferences, and develop a deeper appreciation for the complexities of history and literature. Exhilaration is a feeling that can be difficult to describe, as it is a complex mixture of joy, excitement, and a sense of being fully alive. It is a feeling that can come from achieving a goal, overcoming a challenge, or experiencing something new and invigorating. Recently, I felt exhilarated when I completed a challenging hike up a mountain. The feeling of accomplishment and the stunning views from the summit filled me with a sense of euphoria and energy that I had not experienced in a long time.
This moment was important to me because it reminded me of the power of pushing myself beyond my limits and the rewards that come from facing challenges head-on. It was a moment of pure joy and satisfaction that I will always remember. The feeling of exhilaration stayed with me long after the hike was over, serving as a reminder of what I am capable of and motivating me to continue seeking out new experiences and adventures.
In reflecting on this experience, I realized that true exhilaration comes not just from reaching the top of a mountain, but from the journey it took to get there. The hard work, determination, and perseverance required to overcome obstacles and reach a goal are what make the feeling of exhilaration so powerful and memorable. It is a reminder that the best things in life often come from pushing ourselves out of our comfort zones and embracing the challenges that come our way.
Overall, the feeling of exhilaration I experienced recently was a reminder of the importance of stepping outside of my comfort zone, taking risks, and embracing new experiences. It was a moment of pure joy and excitement that served as a powerful motivator to continue seeking out challenges and pushing myself to new heights. It was a reminder that the greatest rewards in life often come from facing our fears and embracing the unknown, and that the feeling of exhilaration that comes from achieving our goals is truly unparalleled. We shared stories. We listened to the experiences of others and learned from them. This is why storytelling is such a powerful tool for communication and learning.
When we read a book, we are immersing ourselves in a story. We are following the journey of characters, experiencing their challenges, their triumphs, their growth. This allows us to connect with the material on a deeper level. We are not just learning facts or information; we are engaging with ideas and emotions in a way that sticks with us long after we finish the book.
Reading a whole book also requires a level of commitment and discipline. It is not something that can be rushed or skimmed through. It demands our full attention and engagement. This process of sustained inquiry and deep thinking is crucial for developing critical thinking skills and expanding our understanding of complex issues.
Furthermore, reading books in a group setting adds another layer of richness to the experience. When we discuss a book with others, we gain different perspectives, insights, and interpretations. We are exposed to new ideas and ways of thinking that we may not have considered on our own. This collaborative learning environment fosters a sense of community and intellectual growth.
In a world where quick, bite-sized information is readily available at our fingertips, the act of reading a whole book may seem like a lost art. However, it is more important than ever to prioritize deep reading and engage with texts in a meaningful way. By embracing the power of storytelling, committing to the process of reading whole books, and participating in group discussions, we can enhance our understanding, broaden our perspectives, and cultivate a lifelong love of learning. In today’s fast-paced world, where technology is constantly evolving and information is readily available at our fingertips, the art of storytelling seems to have taken a backseat. However, storytelling has been an integral part of human communication and culture for centuries, playing a crucial role in shaping who we are as individuals and as a society.
Before the advent of writing, storytelling was the primary means of passing down knowledge, traditions, and cultural values from one generation to the next. Whether it was recounting the details of a successful hunt, sharing the struggles of building a fire, or narrating epic tales of heroism and adventure, stories served as a way to not only educate but also to connect people on a deeper level.
Anthropologist and author, Michael Tomasello, highlights the evolutionary significance of storytelling in his research. He explains that humans are unique in their ability to communicate complex ideas that go beyond what can be held in working memory at any given time. This cognitive advantage is believed to have played a crucial role in our survival as a species, as it enabled us to learn from one another and form strong social bonds within groups.
Tomasello also emphasizes the importance of group formation in human evolution, pointing out that individuals who were unable to cooperate and communicate effectively within a group were often ostracized and left to perish. In contrast, those who excelled at storytelling and shared knowledge with their peers were valued members of the community, contributing to the collective success and survival of the group.
Furthermore, Tomasello argues that reading books, especially those that are older and contain cultural capital, provides us with a unique opportunity to connect with the voices of the past and gain a deeper understanding of human consciousness and history. By immersing ourselves in the thoughts and experiences of previous generations, we are able to develop a more nuanced perspective of our own place in the world and the complexities of human nature.
In a world where instant gratification and superficial interactions often overshadow deep reflection and meaningful connections, the value of storytelling and reading books cannot be overstated. It is through the sharing of stories and the exploration of diverse perspectives that we are able to expand our minds, cultivate empathy, and build a more compassionate and informed society.
So, the next time you pick up a book or listen to someone share a story, remember the profound impact that storytelling has had on our evolution as a species and the importance of preserving this timeless tradition for generations to come. In today’s fast-paced world, where social media and smartphones dominate our attention, the act of sustained reading has become a lost art. Doug Lemov, in his book, emphasizes the importance of reading for educators, parents, and policymakers alike. He points out that the decline in reading habits among students is a troubling trend that needs to be addressed.
One viral story that circulated on social media highlighted a student at Columbia University who was shocked to discover that she had never been required to read a book cover to cover in high school. This is not an isolated incident; many students today lack the ability to sustain their focus and concentration when it comes to reading. The constant stimulation from smartphones and social media has rewired their brains to seek instant gratification rather than engaging in deep, immersive reading experiences.
Lemov argues that schools need to prioritize rebuilding students’ attentional capacity by reintroducing books into the curriculum. By removing screens from the classroom and encouraging students to read for extended periods, schools can help students develop the cognitive skills necessary for deep reading. Reading aloud together can also foster a sense of community and connection among students, making the reading experience more enjoyable and engaging.
The way we read is directly influenced by how we practice reading. If students are constantly distracted by notifications and interruptions while trying to read, they will struggle to fully engage with the text. By encouraging students to read for longer periods without distractions, schools can help them develop the ability to sustain their focus and immerse themselves in the world of a book.
It is crucial for schools to recognize the impact that changes in attention and reading habits have on literacy instruction. Many students today rely solely on the books assigned to them in school for their reading experiences. If schools do not prioritize rebuilding students’ attentional capacity and fostering a love for reading, the art of reading risks being lost to the allure of smartphones and social media.
In conclusion, the act of sustained reading is a valuable skill that should be cultivated in students from a young age. By prioritizing reading in the classroom and encouraging students to engage in deep, immersive reading experiences, schools can help students develop the cognitive skills necessary for success in life. The pendulum may have swung away from reading in today’s digital age, but with the right approach, we can ensure that it swings back in favor of the written word.
