For my Honors Thesis Review, I read “Teacher Effects on Reading Comprehension.” As stated in the title, teachers make an impact on the reading ability of students. Reading comprehension, as defined by the study is “the shift from learning to read to reading to learn. So, through this study, they hope to encourage the “reading to learn.” The goal of the study, then, is to “improve instructional approaches that will increase reading ability and help decrease the onset of early reading problem.”

First, the study determines how children become to understand written word. Children first connect certain letters and words with sounds. It is phonetically that they begin to understand language. However, we do not always read aloud so it is important to be able to read based on sight alone. In order to become proficient in this, children “must read extensively to encounter enough words in text that allow reading by sight.” Reading comprehension, then, is dependent on language knowledge and the ability to recognize words. Children with better reading comprehension are able to read faster because these skills are stronger.

Next, the study poses that the reading difficulties of a child can continue with them throughout their lifetime. This is shown through the stable gap in reading abilities of children. Also, it is apparent that “once students reach about seventh grade, progress generally slows.” So, it is important to prepare and breakthrough the reading difficulties of early childhood as it will continue to impact the child. Here, the study suggest that “all teachers must be comprehensively trained in reading and reading instruction” as to further improve the reading comprehension of students.

At this point, I disagree with the paper. Although, it seems like a good idea at first to train all teachers in reading instruction- what good will this be for the math teacher? As a future math teacher, I plan on focusing on the subject I teach. I do not plan on taking time away from the lessons to read with students especially seeing as English is taught in school. Also, I plan on teaching high school, so if reading progress stops in seventh grade, why would I halt my lesson plans to read with fully developed readers?

I then pose the question: what is the best way to instruct reading comprehension? The paper mentions a 2009 study in which scientists test six approaches to instruction: “workbook practice, individualized scheme-based learning, situated practice, conceptual learning, transactional learning, and traditional basal instruction.” Of these methods, “individualized schema-based learning” ,where students are given time to read books of their interest, “conceptual learning” where children read consecutive explanatory books on one issue before advancing to another issue, and “transactional learning” in which students read a book that is followed by discussion.

If I were to replicate this particular study, I would get more feedback from the students. This study seems to treat the students as the score that they would get on a reading test. I want to find a method that both increases reading comprehension as well as enjoyment. So, instead of separate the scientists with the children, I would have them work together. All students should experience the different methods. Afterwards, we should ask them which one they enjoyed more. If we encourage them to read more, their ability will improve as well.

In the Western Reserve Reading Project, 350 pairs of identical and same-sex fraternal twins were “assessed annually through an extensive succession of cognitive, reading-related, and environmental measures” in hopes to determine how environment affects reading. The study took DNA tests of the children and conducted home visits.  The scientists also scored the teachers using the School-Level Environment Questionnaire that “measured teachers’ perceptions of eight psychosocial dimensions” in order to determine the teacher’s effect on a student’s ability to read. Through the Western Reserve Reading Project, it was determined that “genes tend to signify similarity in reading” while “environment ultimately tends to create differences in reading.” The results of this study show that there is a difference in reading capability between twins in different classrooms thus suggesting environment and teachers play a role in reading comprehensions. Also, the teacher character trait of ‘Achievement’ aided in high reading performance. So, twins who were taught by the teacher who encouraged the student proved to be better readers.

Clearly this study was one based on nature vs. nurture- how both genes and environment can affect a student’s reading comprehension. However, it does not take into account the aspirations of each individual student. The Western Reserve Reading Project takes on the traditional education belief system that children are clay to be molded. This study seems to state that the students had no role in their own education. It was either their parents giving them genes or the teachers giving them wisdom. I think a student’s motivation is such a key role in their reading comprehension. Of the two twins, one could aspire to be an author when they are older. They, then, would likely read more than the other twin. This wasn’t a result of a parent or teacher but of the student. Therefore, I think the study stressed the importance of external factors too greatly and should have taken into account the internal factors that inspire a student. If I had conducted the study, my at home visits would not only be testing the students but also talking to them. These children are more than just subjects in a study and it is important to learn what motivates them.

Overall, I think the goal of this paper is noble- to determine what affects reading comprehension. However, the studies barely touch on how, then, to improve reading comprehension. I liked the study that tested several methods, but there are more than six ways to teach children to read. In all of the studies, it seemed like were isolating scientist and student. I think we should all work together to achieve a specific outcome.

For future research, I suggest studying home life and the individual student more. I realize that this might be difficult as it is a more personalized study; however, I truly believe that it will help us find the motivations to reading. Do the parents encourage reading? Do the parents give compensation when the child reads? Does the child enjoy reading? What kind of books does the child like? These questions need to be asked to fully understand the interests of the students. It is this interest that determines reading comprehension. The student plays the biggest role in their education and this fact should not be dismissed.

Works Cited

Minor, April. “Teacher Effects on Reading Comprehension.” The Ohio State University, The Ohio State University, 2010, pp. 1–31.