When Reading Begins: The Teacher's Role in Decoding, Comprehension, and Fluency

There's no better informed, keener observer of the magical entry into reading than one who has helped more than 600 children become readers--someone who also devoted her doctoral research to reviewing dozens of videotapes of teachers working side by side with young students. That teacher-researcher is Ardith Cole, who has not only witnessed, but documented every explicit and nuanced instructional move regular classroom teachers make as they lead beginners into the world of print. In When Reading Begins she offers the most detailed, precise, and inspiring explanation of the exact moments when children cross the bridge into reading and the profoundly sensitive ways in which teachers make the crossing with them.

Cole clearly demonstrates why thoughtful teachers, rather than packaged, scripted, or systematized programs, are what schools need if they want to teach reading effectively. She shows how teachers' words and gestures support beginning readers within two instructional contexts:

• the micro, which involves processes in sound patterns and meaning
• the macro, which involves processes in chunking, comprehension, and fluency.

Cole argues that what works depends on the reader, the teacher, the text, and the context and that much too often practices and policies are implemented, even mandated, without much thought about variations in learners and/or teachers. She addresses the indispensables of reading instruction and shows how teachers use different techniques to scaffold readers as they move from preword reading into word reading and on to fluency. Through an engaging blend of lucid narrative, illuminating photos, transcripts, classroom vignettes, telling analogies and metaphors, and "Grist for Discussion," Cole will revitalize your perspective. Read her book to:

• understand children's reading processes
• plan instruction that is based on how children think and learn
• individualize reading instruction
• appreciate the complexity of your role in teaching reading
• be inspired to take a closer look at your own practices.

Ardith Davis Cole is a teacher, author, and literacy consultant with 30 years of public school experience. Her work focuses on collaborative methods. "Getting more dialogue into our classrooms and schools is a key to success." she explains, "I believe that I write and speak from the heart and mind of a teacher. I've spent so many wonderful years in the classroom. I've taught students of all ages and worked alongside teachers and kids as a literacy coach." She has also shared her methods and supported educators in other ways--as a university adjunct, an officer in professional literacy organizations, as well as, an independent literacy consultant for schools and organizations throughout North America and abroad. Several professional communities have recognized her dedication by honoring her with local, state and national awards, including the University of Buffalo's Outstanding Alumni Award. She also holds a Ph. D. in Reading from the University of Buffalo. Many have heard her celebrate: "I love being a teacher!" That love has inspired several books and a number of articles (see the following).

To learn more about Ardith Davis Cole and her work please visit www.ardithcole.com as well as her YouTube channel.

Books by Ardith Davis Cole:

• Better Answers: Written Performance that Looks Good and Sounds Smart (2nd ed.) Stenhouse 2009
• Right-Answer Writing: The Process and the Prompt, Heinemann 2007
• Knee-to-Knee, Eye-to-Eye: Circling in on Comprehension, Heinemann 2003
• When Reading Begins: The Teacher's Role in Decoding, Comprehension, and Fluency, Heinemann 2004
• Better Answers: Written Performance that Looks Good and Sounds Smart, Stenhouse 2002
• Literacy Activities for Building Classroom Communities, Pippin Publishing 1998

Articles by Ardith Davis Cole:

• "It's the Teacher, Not the Program," Commentary in Education Week Commentary, 2003
• "Scaffolding beginning readers: Micro and macro cues teachers use during student oral reading," The Reading Teacher, February 2008
• "Writing: An Unexamined Gatekeeper," Education Week Commentary, March 2007
• "Essays on Tests: Making Writing the 'Gatekeeper' of Content Areas," Education Week Commentary, January 2002
• "The Phonics Network: A Channel for Concern," Language and Literacy Spectrum, September 1998
• "What Do You Notice?" Reading Teacher, January 1989