Hi Heather - I know that you are writing to Elaine....but I had a student like this one time. I had success when I chose a different genre of writing...say riddles or jokes...things with high emotion....I also had more success when I had the student write and read his own writing aloud to me and to his peers. He was able to put more emotion and feeling into his reading ....I have mixed feelings about the relationship between fluency and comprehension. But, I have strong feelings about being able to identify with the material...have an emotional response...I think it is critical to making meaning...and certainly to inferring.
Christine ----- Original Message ----- From: "Heather Wall" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" <[email protected]> Sent: Wednesday, July 11, 2007 8:53 PM Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim > Elaine, > > I have a question about your statement below. I'm tutoring a little boy > (LD, ADHD) who reads with fair fluency but absolutely no prosody. It's > robot reading with no expression, no stopping for periods, commas, etc. > Could that be having an effect on his comprehension (which is suffering > when it comes to details and higher-level stuff such as inferring)? I'm > thinking I read that somewhere, and it makes sense that without expression > the story is just a list of words to be gotten through. He comprehends > even worse on the sections he reads silently, so I'm thinking he's still > "robot reading" in his head also. > > Heather Wall/ 3rd grade/ Georgia > NBCT 2005 > Literacy: Reading - Language Arts > > > > ----- Original Message ---- > From: elaine garan <[EMAIL PROTECTED]> > To: Mosaic: A Reading Comprehension Strategies Email Group > <[email protected]> > Sent: Saturday, July 7, 2007 10:10:37 PM > Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim > > > > Beyond beginning reading, beyond first grade, there is a zero > correlation between fluency and comprehension. In fact, fluency (in > terms of a focus on wpm and even prosody) can actually interfere with > comprehension because the reader is thinking about that performance > aspect instead of meaning, especially if he or she is being timed. . > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
