Heather,

I teach our third grade co-teach class - many LD and ADHD students.  Your 
boy sounds like several of my students.  They are all different, but I did 
find that my really extreme ADHD kids could not read silently because they 
just couldn't stay focused.  They would tell me that they weren't really 
reading.  They also had problems with reading aloud for the same reason. 
Their mouth may be saying the words, but their mind is somewhere else.  We 
call them word callers.  I found it helpful to make them very aware of what 
should be going on in their head.  I would sit with them and model my 
thinking while trying to get them into the habit of thinking while reading 
by telling me about their thinking.  They just need more individual support 
than most students.  They do not have that habit of trying to make meaning 
from what they read, because for them text never has made much sense.

Kat/Third Grade/Texas




----- Original Message ----- 
From: "Heather Wall" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<[email protected]>
Sent: Wednesday, July 11, 2007 7:53 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


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