Dr. Rasinski, I appreciate so much being able to talk to you directly. My first issue in reading all of the Mosaic responses and questions concerns the definition of fluency from your perspective. Secondly, I would like to talk about a child that I work with. She is entering fourth grade. She reads (DRA level 28) She reads with meaning on a literal level, but needs guidance and support with inference. Her decoding is in many cases hesitant. I have found that rereading is very helpful, but the rereading we do is not necessarily authentic. I just explain to her that by rereading something, she will become a more fluent reader and she does it and does it well. She appears to feel really good about rereading something better each time she does it. How important is it for rereading to be for authentic purposes such as reader's theater etc.? If a child understands the purpose, isn't that enough? Thank you, Maxine
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