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The Role of AffectiveCommunication for a Reading
Recovery ChildSherre Marek, Teacher Leader
Springfield, Missouri
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Affective Communication
Affective communication is communicating with
someone either with or about affect (the influence offeelings or emotions)
A crying child, and a parent comforting that child, areboth engaged in affective communication.
An angry customer complaining to a customer servicerepresentative, and that representative trying to clear upthe problem are both also engaged in affectivecommunication.
We communicate through affective channels naturallyevery day. Indeed, most of us are experts in expressing,recognizing and dealing with emotions.
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Self-Regulation
A major premise of Vygotskys theory of the ZPD is that
higher psychological functions (problem solving,reasoning, decision making) occur when the individual isself-regulated.
Self-regulation is the result of social interaction, (parent-
child or teacher-student) mediated through tools such aslanguage
Defined as the childs capacity to plan, guide, and
monitor his behavior from within
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Capacity = Will and Skilltwo separate but interrelated concepts
Will choosing to act, a
desire, volunteering toparticipate, associatedwith pleasure, controllingyour own actions, energy,
and enthusiasm The affective side of
human development
Registered in the brainstructures associated withemotional development
Skill expertise that
comes from instruction,training, acquired abilityor proficiency
The development of
knowledge,understanding, soundjudgment
Registered in the brainstructures associated withcognitive development
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For some children, these skills are not going toemerge easily, not because they do not have
enough neurons or brain power, but because they
have had fewer early childhood literacyexperiences to develop a working network or
neurons to complete the task. Time has not run
out for such children. It is possible, with expertteaching, to provide learning opportunities that
enable students who enter school with a low
repertoire of literacy skills to become proficientreaders and writers in a short amount of time.
Carol A. Lyons, 2003
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What Ive Learned:
Fight impulsivity, passivity, and inattention; build
the childs self image as a good reader.
No human being can learn material presented in a
form that is too difficult. Make it easy for childrento learn by determining what they can do easilyand building on those strengthsthe quality of
experience and instruction, not the childs brain,determines success or failure.
- Lyons, p. 72
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Keeping It Easy
Language structures
Known words that can be monitored Strong picture support
Good spacing
Patterns that change and that can be monitored Easy to read print (keep childs known letters
and confusions in mind)
Childs interests Childs name/family names
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What Ive Learned:
Carefully observe what the child does at time of
difficulty. Not knowing what to do will come outas some type of inappropriate behavior.
When the teacher teaches the child how to usemultiple strategies for reading and writing textand sees to it that she is successful in her
attempts, the child will learn how to learn. Thewill to learn is charged.
- Lyons, p. 72
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What Ive Learned:
Be patient and teach the child to be patient with
herself; Have fun laugh with the child;Persevere and help the child to keep trying.
Emotion drives attention, and attention driveslearning, problem solving and remembering. Itadds impetus to childrens attention system and
keeps them engaged.- Lyons, p. 73
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What Ive Learned:
Encourage the child, give specific praise to mold
problem solving, and bring attention to goodbehavior.
Remind children of what they know and provideemotional support, encouragement, and positivefeedback for their imperfect attempts and
partially right responses. These actions willassure children they are on the right track.
- Lyons, p. 73
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Moving to Self-Regulation
Reading Checklist for Sequoia:
5. Write 2 sentences.
4. Keep trying to get the tricky part:
Sound it out
Look for a part you know
Go back
If you can write it, you can read it.
3. Think about the story and whatis happening.
2. Keep reading until the story isover.
1. Listen to what the teachernotices.
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A Blessing in Disguise
The Last Thing Ive Learned:
Our greatest opportunities to improve as teachers
of struggling readers come from the children wefind most puzzling. Spend your time thinking What is your student showing you?
Self-esteem can come from making a great effort,from facing uncertainty and overcomingobstacles that we are not sure we can meet,
from doing our level best.M. Konner