By: Brenda Power
This week I've been thinking about reading stamina, and looking at different perspectives on what it takes to help students develop it. In my research I stumbled across an inquiry project by Karen Selby, a middle-school science teacher in Illinois. Karen observed her students in the lab, and quickly noticed some gender differences when it came to science stamina. Boys tended to be enthusiastic about participating in experiments, but avoided some of the reflective tasks after completing assignments. Girls were more likely to worry about completing the task and doing it correctly. Sometimes these different strengths and weaknesses actually complemented each other when students worked in mixed-gender teams.
What struck me in reading the article was the list of attributes for scientific stamina - confidence, persistence, and resilience. Aren't these the same qualities required for reading stamina? I realized when I think of building stamina with young readers, too often I focus on matching a text to a child. Reading stamina as I think of it is all about knowing children well enough to link each of them to the texts that will sustain their interest, and won't be so challenging they get discouraged.
Read more.... http://www.choiceliteracy.com/public/1519.cfm
Thanks to Dianna Denton, K-5 ELA Supervisor, for sharing. :-)