The Problem with Dialectical Journals
Well, at least we know how our students feel about dialectical journals (reading response journals or double-entry journals)… But, how should teachers feel about dialectical journals?
Teachers grapple with how to assign independent reading activities to help students interact with assigned novels or independent reading. Dialectical journals have been teacher favorites since literature-based reading pedagogy was popularized in the 1980s. KWL charts and variations upon the same theme have served as into-through-beyond activities within English-language arts, history/social science, and science courses. These activities remain popular with “balanced literacy” practitioners, who see the need for some accountability and, in doing so, part from their non-accountability “free voluntary reading” colleagues.
At surface level, these forms of reading response seem to assist students in reaching our goals of promoting independent reading comprehension. The thought/hope has been that if we can just get students to access their own prior knowledge of content and story schema, help students connect these to what the author has to offer, and establish a relevant and personal connection/application to the readers’ lives… students will problem-solve their way to full comprehension and reading enjoyment. The pendulum has clearly swung from the author to the reader side of the equation.
The Problem with Dialectical, Reader Response, or Double-Entry Journals
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After years of “teaching” these reader-centered approaches to independent reading, educators are starting to see the unfortunate results. Almost 60% of community college students and 30% of university students require at least one year of developmental coursework. And, yes, reading is the chief subject of this remediation. It’s time to re-think how we get students to practice and develop reading comprehension.
Good readers emphasize the author’s text, not the reader, in the author-reader relationship. Reader-response such as analysis, making connections within the text, inferences, and summarizing. Struggling readers desperately need to focus on and understand what the author has to say, and only incidentally what they bring as readers to the text. The near-exclusive focus by some reading-response theorists and practitioners on personal relevance impedes comprehension. Tier I and II Response to Intervention readers confuse “What it means to me” strategies with “What the author means” strategies. The latter is much more important for developing readers (and for that matter, all readers). Some personal application within teacher-guided class discussion makes sense, but should be secondary to teaching the text itself.
Where did teachers get the notion that the reader is the priority in the author-reader relationship? My take is that our university professors tended to over-emphasize the reader side of the coin in a misinterpretation of Louise Rosenblatt’s Reader-Response Theory. Nowhere does Dr. Rosenblatt downplay the centrality of the author-produced text in the reading process. For reader-response theorists, the focus in on interaction. It’s the give and take interplay between the author’s words and the reader’s input. The outcome of this transaction produces the meaning of the text.
In lieu of reader-centered dialectical journals (reader response journals or double-entry journals), teachers should provide the training to help their students interact
Independent Reading Accountability
with the text. Developing the internal reading monitor of talking to the text through self-generated questions and comments makes much more sense than keeping a personal reaction journal. But what about accountability? Marginal annotations, online book discussions, literature circles, parent-student discussions to name a few.
Help students learn and apply the five types of independent reading strategies which promote internal monitoring of the text: Summarize, Connect, Re-think, Interpret, and Predict. These SCRIP strategies promote the reader-author conversation and, thus, internal monitoring of text to help students achieve any teacher’s independent reading goal: “to get students to read and understand what they are reading on their own.” Following are FREE SCRIP Reading Comprehension Strategies lessons, model readings, and bookmarks.
FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING RESOURCES: The SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) Comprehension Strategies includes class posters, five lessons to introduce the strategies, and the SCRIP Comprehension Bookmarks.
Get the SCRIP Comprehension Strategies FREE Resource:
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The Science of Reading Intervention Program
The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program BUNDLE includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.