I like the visual
on page 46, Figure 3.2 shows how words are processed before and after reading.
We have meanings and grammar for words before and after we actual read them
aloud or to ourselves. I do this often, read a passage with an unfamiliar word,
usually having to back up and reread because how I perceived the word before reading was different than how I realized
the grammar and meaning really is after
reading. This goes along with what is stated on page 54, “The automatic use of
context—of multiple contexts—is a crucial part of the reading process.” So,
simply reading a passage does not create meaning, we use context clues, or
multiple context clues, to create meaning and understanding.
Overall, unless the
reading “theory” includes use of the many context clues, I do not agree that reading
is an exact process. It is not true that as long as you read a passage fully,
you will understand the meaning. Context clues play a huge role in comprehension
and fluency. When students use context clues, it builds comprehension and fluency.
This allows students to become better readers.
I too found the visual on page forty-six to be beneficial. I'm such a visual learner, and the graphics that Weaver includes often makes the words come alive to me. It is amazing how important the use of context clues is to being able to read. Like you mentioned doing, I continue to use context clues to determine unknown words as I read now. I would like to teach my students the importance of using context clues in reading not only as something they will do in school, but for the rest of their lives.
ReplyDeleteI also agree with this quote. Weaver said later in chapter five that “efficient and effective reading is a matter of constructing meaning, not for identifying words”. I think running records can focus too much on children’s miscues causing them to be a “non-proficient” reader according to the way the program scores the readers. All readers use a variety of different strategies to understand passages we read. As an adult and teacher, I do rely heavily on context clues and will hopefully emphasize this strategy with my students this coming year. Also, I agree with Anne that I find myself being a visual learner and am thankful for Weaver’s abundant amount of graphics.
ReplyDeleteI really agree about the value of context clues for reading and for vocabulary development. I teach high school English (and Special Ed), and I have tried to convince my general ed co-teachers to use different assessments for our weekly vocab words besides simple definition/synonyms/antonyms. One assessment I have used in the past and might try to bring back this year is something I call "Google Vocab," in which students need to find two websites that use the vocab word. The assignment asks students to identify how the word is used in context, but more importantly, how AND why the context is different for each website. This gives us the chance to talk about the credibility/validity of websites as well as lit terms like denotation, connotation, idiom, figurative language, etc.
ReplyDeleteI also agreed with the quote that reading every word of a text is unnecessary for understanding. Like it was mentioned in the text, I have also used context to help with unfamiliar words I either did not know the meaning of or did not know how to pronounce. I feel that since most new vocabulary a student gains is through reading texts, that having them read texts in which they already know the words would be detrimental to the development of their vocabulary and the skill to gain from context.
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