I began tutoring children in reading through the Title I department at my local elementary school as a teacher assistant fifteen years ago. Compelled to do more I went to community college and then to a university and three years ago became a licensed teacher for North Carolina. I was fortunate to move into the Title I teacher role in 2008 at UnionElementary School. One requirement to be a Title I teacher is to take and pass the Praxis Reading Test. So I did. I didn’t feel like a Reading Specialist but that is what my license said. Humbly, I decided to enroll at Appalachian State University in the Masters of Reading Education Program. As I reflect upon the last two years, I am empowered by what I have learned in the ASU Reading Program. Not only has what I learned reinforced some things I already knew but was not confident enough to admit but I have learned so much more!
While I had been to professional development and staff workshops about teaching reading it wasn’t until I entered this program that I gained a solid foundation, based on theoretical perspectives backed by sound research did I begin to understand the process of learning to read and write. Under Dr. Gill’s guidance in RE 5100, Teaching Beginning Readers and Writing I was exposed to researchers and research that prove the most effective ways to instruct beginning readers and writers. RE 5715, Reading Assessment and Corrections, RE 5531, Seminar in the Clinical Teaching of Reading and RE 5725, Practicum in the Clinical Teaching of Reading are where the foundation of knowledge needed to be a Reading Specialist is established.
My education was enhanced as I began with research classes and learned the value and validity of using good sound research in making decisions that affect the teaching of reading in the classroom and small groups. Courses such as RE 5040, Teachers as Researchers and RE 5120, Psychological Bases of Reading enlightened me to the significance research should take part in determining interventions and instruction for students.
All of the courses I participate in improved my knowledge of the diversity in teaching reading and the seriousness of students that are struggling to read and write. I have always been an advocate for children but I now have the confidence and research behind me to be involved in the process of securing a balanced literacy program for my school. I am a part of our Response to Intervention Problem-Solving Team where we are moving toward a more standard protocol for struggling readers. This year I have been involved in examining core instruction in reading for K-5 and have made recommendations for Kindergarten and first grade to move to more guided reading instruction. I have facilitated two staff development sessions on guided reading for Kindergarten and First Grade and held monthly staff development in reading instruction for all of our teacher assistants. Thanks to Appalachian State University and the Master’s in Reading Education Program I consider myself a Reading Specialist and feel that I have a lot to offer students, teachers and administration about teaching reading and writing.