Utfordringar ved rettleidd lesing

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Rettleidd lesing blei utvikla på New Zealand på 1960-talet. Dei seinare åra har metoden blitt vanleg i Noreg og praktiseras nå på fleire av landets barneskular. Ved å arbeide på denne måten introduserast elevane til å gjennomarbeide tekst i grupper på mange ulike måter. Gruppene består vanlegvis av fire elevar, og disse elevane er oftast på same stadium i leseutviklinga si. Rettleidd lesing blir gjerne realisert i samband med stasjonsundervisning, der kvar stasjon krever omtrent 12-15 minutter. Metoden rettleidd lesing utgjør da ein av disse stasjonane og er som oftast den einaste lærarstyrte stasjonen. Her kan elevane skape seg førforståelse og forventningar til teksten. Det er mogleg å samtale om begrep og vanskelege ord underveis i prosessen, og det blir lagt eit grunnlag for sjølstendig læring og tenking. I etterarbeidsfasen kan blant anna arbeid i sjølstyrte grupper gjere at språket utvikles gjennom samhandling med andre elevar.

Denne måten å organisere undervisninga på kan fungere godt i begynnaropplæringa, men det krev ein del organisering, gode rutiner og mye planlegging frå lærarens side.

For at stasjonsundervisninga skal fungere tilfredsstillande er det viktig at gruppene blir homogent satt saman. Opplegget vil då vere enklare både å differensiere og tilpasse kvar enkelt elev etter kor langt dei har komme i leseutviklinga. Dette kan være ein utfordring for læraren fordi skilnadene mellom elevane når det gjeld lesekompetanse kan være veldig store. Skilnadene kan være så store at dei mest lesesterke elevane ikkje får noko særleg utfordring fordi læraren konsentrerar seg om dei lesesvake elevane. Noko som gjer at dei lesesterke elevane blir «gløymt» i arbeidet med metoden. Fordi smågruppane til ein kvar tid skal vere homogene, kan læraren måtte byte om på gruppene til stadighet fordi elevane utviklar seg i ulikt tempo.

Oftast er det kun ein lærar til stades under opplegget og då må ein ha innarbeida gode rutiner for gjennomføringa, fordi uforutsigbare episoder på andre stasjonar lett kan oppstå.Dette gjer at det kan vere vanskeleg å konsentrere seg fullt og heilt om tekstarbeidet med elevane på den lærarstyrte stasjonen.For at dei sjølvstyrte stasjonane skal fungera tilfredsstillande, kan ein gje same oppgåvetype på stasjonane kvar gong. Då er elevane kjent med kva for type oppgåver dei kjem til å få og ein slepp masse spørsmål. Faren med dette kan vere lite variasjon for elevane og kanskje ikkje nok utfordringar.

For elevar med konsentrasjonsproblem kan dette opplegget vere ein utfordring, spesielt stasjonen med lesing på eigehand. Dei kan bruke mykje tid på å komme i gång med lesinga og det er ikkje sikkert at dei gjer det dei skal. I tillegg treng dei meir tid med læraren enn dei får i løpet av ei økt med stasjonsarbeid. Dersom ein er fleire lærarar eller har ein assistent i klassen blir dette enklare å få til.

Eg har trua på at disse problema kan løysast dersom ein går inn for å bruke rettleidd lesing som metode. Det krever ein tydelig ledelse av klassen, fungerande rutiner og god førebunad av økta.

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