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4. Articulation

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Education is a complex, multi-layered, and individualized process. We know that
readers learn at their own pace and in their own way. Christine Bennett uses the
National Task Force on Learning Style and Brain Behaviors definition of differing
learning styles in Chapter 10 of Comprehensive Multicultural Education to discuss
molding instructional practices to students.

Learning style is that consistent pattern of behavior and performance by which an
individual approaches educational experiences. It is the composite of characteristic
cognitive, affective, and physiological behaviors that serve as relatively stable
indicators of how a learner perceives, interacts with, and responds to the learning
environment. It is formed in the deep structure of neural organization and personality
[that] molds and is molded by human development and the cultural experiences of
home, school, and society.

This definition is useful to us because it shows the need for an approach to learning
that relies on multiple environments and people. The best way to adapt to each
students needs and ensure sufficient immersion in literacy is to have a team of
people working with and for the student. Research on learning styles shows that not
only do children learn in their own way, they must have a network of people
attentive to their needs beyond the classroom. Everyone in this network should
work together and be in constant conversation to revise their strategies. As a
volunteer, your time with the child is limited, but you are still one part of a larger
division of labor, so to speak.

We have an example of visualizing this process above. In the middle it shows an

example of a set of goals within one process. In this case, it is a tentative plan for
developing reading comprehension skills in young readers. It is pictured with
arrows indicating a circular process. The earlier steps are a place to start and build
upon, but can be revisited if need be. Each part of the process is assigned to one part
of the team. In this case, home means any adult who spends time with the student
in an organized setting outside of the classroom or school. Creating a visual
representation like this accomplishes several goals:

1. It helps parents and other adults understand their role in helping their
student/child accomplish a larger task (reading at grade level, writing essays,
etc.)
2. It serves as a reminder that the different spheres in a childs life (home,
school, church, community, work) are in constant interaction with one
another.
3. It gives everyone on the team a starting point or map for a course of action.


Below is a blank chart for you and your child/students primary teacher to fill out.
Use it to create a plan for helping your child/student succeed.

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