I believe these
children’s miscues identifies them as proficient readers. I believe this
because as I was reading over the responses, the sentences still had meaning,
and similar, or exact, meaning to the expected responses. The student’s miscues
tended to be on mostly sight words, but it still mostly made sense. I think
context clues were used here before and after the sentence effectively to
create meaning. The only thing that is making this a difficult decision for me
to decide if the reader is proficient or not, is the use of grammar. If grammar
is not preserved, usually that means it is a non-proficient reader, but in this
case so many other signs make me feel they are proficient. It does not seem
like they are changing words they do not know because they are relying on
graphic cues or letter-sound knowledge.
If I was teaching
these children, I would make sure to monitor their comprehension. If
comprehension is a struggle, then I would reassess if these students are
proficient readers. Something I like to use for fluency is Readers Theater. I
find students love to use the approach, and it builds stamina and fluency. This
could help with the miscues indicated in the table.
Jaclyn,
ReplyDeleteI too thought this reader was proficient. Just like you, I wondered a bit about the grammar usage. In my opinion, proficient readers know proper grammar and would have at least corrected themselves. However, after looking at the over all picture and the various sentences the student had to read, the meaning of the sentences were consist.
I agree with you. I also thought these students were proficient readers, but a comprehension test may prove otherwise. I think monitoring their comprehension would be a great strategy. If the students aren’t meeting or exceeding reading standards pertaining to comprehension then I would have to provide extra assistance and teach them more reading strategies. I would have to figure out what was causing the students not to obtain meaning from the passage. It may be due to the dialect-based miscues or it could be another reason. I also think listening to the teacher read stories using proper English could help children who make dialect-based miscues. Dialect-based miscues are mostly due to how they have heard language spoken throughout their life, so hearing language spoken correctly will help them see the difference and maybe begin to self-correct their own miscues. If dialect was a common problem, while reading, for a student of mine I think I would try to do some “echo reading” with them. This way they correctly hear the words while they see the words, and then they have an opportunity to repeat it correctly.
ReplyDeleteI agree that these students seem to be proficient readers and would also like to watch their comprehension to make sure that grammar wasn't getting in the way of meaning. I would also watch their writing very closely to see if they recognize the way that social context has an impact on the use of language in general and grammar in particular.
ReplyDeleteI agree as well that this student is a proficient reader. I think that the miscues are still minor but they are on the right path to being fully proficient. I like how you suggested readers theatre. That is such a fun way for students to strengthen their reading abilities and interact with their classmates. I also think hearing others read sentences correctly would register with the particular student at hand and teach them the "right" way certain sentences should sound.
ReplyDeleteJaclyn,
ReplyDeleteI agree with you in that this reader represents a proficient reader because the sentences had meaning behind them. I made the comment on my overall response that the majority of the miscues were on sight words. I like how you focused on the importance of comprehension. If I were with this student I would ask he/she comprehension questions concerning the text to see if he/she gained meaning from the text. I have found many great teaching strategies such as jeopardy games, think-pair-share, etc. in order to find out if students comprehend what they are reading. I feel as though it would have been more helpful if we were given more examples of the student reading the text.