I typically skip over words that I cannot "say" when I am reading silently, but you are right that we are more apt to "read as though we know exactly what we are saying" because we do not want to sound stupid. I think it shows some gumption and self-reliance on the part of your student to not feel like he had to seek your "help" for words he doesn't know how to say, which I think is good (especially as he seems to know what was meant by the words).
Would he be less nervous to read in front of peers than in front of a teacher, or less nervous in front of someone younger than him?
Even as a teacher, to this day I occasionally come across a word that I am not sure how to pronounce or what it means and it really is embarrassing. I know this is a self-inflicted pressure and that nobody around me wants me to be nervous, but when I get to a word that I am unsure about, my face turns a little red. In my case, if I don't know what it means, there are probably half of the students in the room that don't know it either.
That's interesting that your student never stops when he gets to a word he doesn't know how to say. It sounds like a person who is lacking a bit of self-esteem (typical of many kids) and just really wants to be accepted by his peers. He feels dumb if he doesn't know how to pronounce a word. It's surprising, however, that he knew what the words meant in general. Do you feel like you have a good grasp on your LP student at this point? It seems like there is more there to learn about him.
I think he would be more nervous reading in front of a teacher than his peers. I think that it was just in front of me made a difference too.
I know my LP student really well, but as far as his reading habits and things like that, I still have a lot to learn. I have known him for years and coached him for three years, but knowing his reading and study habits doesn't really come from coaching and being a friend. I think I will learn quite a bit more about him in the next week.
Are your observations about him reading surprising based on what you know about him as his coach or are the consistent with what you've seen? For those of us that will have exposure to kiddos in more than one arena, we have the benefit of knowing more about some students because of time on a field or in church or wherever. There is also that added bias though, and I know I have to remember that confidence on the field is not always an indicator of confidence off the field.
I also think it's great that you observed your student having comprehension without pronunciation. I can tell you from personal experience that I knew what superfluous meant before I knew how to say it! (soo-pur-floo-uh-s, not super-flew-us, LOL)
How do you think your student would do reading to a dog? I know that is phrased funny, but there are lots of libraries and classrooms that utilize this alternative approach to help students releive the pressure of reading. At this age, they might feel sillier than in middle school, but I hear great things about it.
Interesting that your reader has anxieties about reading with you even with the longstanding relationship. Not knowing pronunciation is a throwback to that first week's googledoc assignment. I do understand what you are saying with reading to an audience.
Reading aloud takes some nerve, I think.
ReplyDeleteI typically skip over words that I cannot "say" when I am reading silently, but you are right that we are more apt to "read as though we know exactly what we are saying" because we do not want to sound stupid. I think it shows some gumption and self-reliance on the part of your student to not feel like he had to seek your "help" for words he doesn't know how to say, which I think is good (especially as he seems to know what was meant by the words).
Would he be less nervous to read in front of peers than in front of a teacher, or less nervous in front of someone younger than him?
Even as a teacher, to this day I occasionally come across a word that I am not sure how to pronounce or what it means and it really is embarrassing. I know this is a self-inflicted pressure and that nobody around me wants me to be nervous, but when I get to a word that I am unsure about, my face turns a little red. In my case, if I don't know what it means, there are probably half of the students in the room that don't know it either.
ReplyDeleteThat's interesting that your student never stops when he gets to a word he doesn't know how to say. It sounds like a person who is lacking a bit of self-esteem (typical of many kids) and just really wants to be accepted by his peers. He feels dumb if he doesn't know how to pronounce a word. It's surprising, however, that he knew what the words meant in general. Do you feel like you have a good grasp on your LP student at this point? It seems like there is more there to learn about him.
I think he would be more nervous reading in front of a teacher than his peers. I think that it was just in front of me made a difference too.
ReplyDeleteI know my LP student really well, but as far as his reading habits and things like that, I still have a lot to learn. I have known him for years and coached him for three years, but knowing his reading and study habits doesn't really come from coaching and being a friend. I think I will learn quite a bit more about him in the next week.
Are your observations about him reading surprising based on what you know about him as his coach or are the consistent with what you've seen? For those of us that will have exposure to kiddos in more than one arena, we have the benefit of knowing more about some students because of time on a field or in church or wherever. There is also that added bias though, and I know I have to remember that confidence on the field is not always an indicator of confidence off the field.
ReplyDeleteI also think it's great that you observed your student having comprehension without pronunciation. I can tell you from personal experience that I knew what superfluous meant before I knew how to say it! (soo-pur-floo-uh-s, not super-flew-us, LOL)
How do you think your student would do reading to a dog? I know that is phrased funny, but there are lots of libraries and classrooms that utilize this alternative approach to help students releive the pressure of reading. At this age, they might feel sillier than in middle school, but I hear great things about it.
Interesting that your reader has anxieties about reading with you even with the longstanding relationship. Not knowing pronunciation is a throwback to that first week's googledoc assignment. I do understand what you are saying with reading to an audience.
ReplyDelete