Ashley. Very interesting. And very difficult to comment as I have never met the student.
This makes me take a step back and wonder why we spend so much time on reading as a tool in this day and age of so much visual clues and audio information flow.
Wren seemed to be able to gather meaning from the visual clue of radio. This once again illustrates for me a need for more holistic text/teaching material that incorporate video/audio to help create and build meaning for weak readers.
I suggested to my reader he develop a strategy for learning using his strengths which reading small text is not one.
I come from a background that promoted the final result, without worrying how the result was gained.
Hi Ashley. Great observation. It sounds like you had a really good experience with Wren. I was just wondering how long you had your student read. I had my student, who is 10 and in fourth grade, read a full chapter in a book and I was thinking that I had her read too long. That was great how you used visual cues to encourage her to figure out words. Since my student was reading a chapter book, there were no illustrations and I thought this made the reading process a little more difficult. I'm looking forward to hearing how Wren's reading progresses.
Hi Kathleen - thank you for the sweet comments! I only had Ryn for about 20 minutes. She's in second grade so I had her read a picture book that contained 154 words. She isn't a very fluent reader and pauses ALOT so it took her a while to read it which concerned me at first too. Her accuracy rate was about a 93% which is at the instructional level so going much longer than I did might have been hard on her. How long was the chapter you had your student read? Did the amount of errors she was making go up towards the end of the reading? It's always hard to determine a student's abilities or preferences at first, but I think that after a while we will get better at choosing books/time they read to us! Good luck!
Ashley. Very interesting. And very difficult to comment as I have never met the student.
ReplyDeleteThis makes me take a step back and wonder why we spend so much time on reading as a tool in this day and age of so much visual clues and audio information flow.
Wren seemed to be able to gather meaning from the visual clue of radio. This once again illustrates for me a need for more holistic text/teaching material that incorporate video/audio to help create and build meaning for weak readers.
I suggested to my reader he develop a strategy for learning using his strengths which reading small text is not one.
I come from a background that promoted the final result, without worrying how the result was gained.
Thoughts?
Hi Ashley. Great observation. It sounds like you had a really good experience with Wren. I was just wondering how long you had your student read. I had my student, who is 10 and in fourth grade, read a full chapter in a book and I was thinking that I had her read too long. That was great how you used visual cues to encourage her to figure out words. Since my student was reading a chapter book, there were no illustrations and I thought this made the reading process a little more difficult. I'm looking forward to hearing how Wren's reading progresses.
ReplyDeleteHi Kathleen - thank you for the sweet comments! I only had Ryn for about 20 minutes. She's in second grade so I had her read a picture book that contained 154 words. She isn't a very fluent reader and pauses ALOT so it took her a while to read it which concerned me at first too. Her accuracy rate was about a 93% which is at the instructional level so going much longer than I did might have been hard on her. How long was the chapter you had your student read? Did the amount of errors she was making go up towards the end of the reading? It's always hard to determine a student's abilities or preferences at first, but I think that after a while we will get better at choosing books/time they read to us! Good luck!
ReplyDelete