OK. Then, I could see some cause for concern when relating this to heavy reading assignments later on in middle and high school, especially if there's a time frame involved. At the same time, lots of reading on a child's level and/or interest will help with this issue, as has been mentioned numerous times during this discussion. Something keeps nagging me though: all of this leads to adjusting the child to fit into the school culture (long and sometimes insignificant homework, timed tests for speed, not meeting kids where they're at, etc) rather than adjusting the school culture to meet the child's needs (a much more arduous process and not always a successful one). I know that is not what is being advocated here, ie. not taking the child's needs into play. However, all good things can and do get misued and abused. We need to be constantly vigilant that this does not continue to happen here, as well. Make sense? Elisa Waingort Calgary, Canada PS Still and all, some kids (and adults) read more slowly and haltingly when reading aloud than when reading silently.
Elisa: It very likely is slow and halting during silent reading -- readers who read in a slow an labored way orally, tend to read in a very similar way when reading silently. The relationship between oral and silent reading is very strong. That is why we use oral reading as a way to assess overall reading -- including silent reading. Timothy Rasinski, Ph.D. Reading and Writing Center 404 White Hall Kent State University Kent, OH 44242 email: [EMAIL PROTECTED] Phone: 330-672-0649 Cell: 330-962-6251 Fax: 330-672-2025 Informational website: www.timrasinski.com Professional Development DVD: http://www.roadtocomprehension.com/
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