On Jul 11, 2007, at 6:32 PM, RASINSKI, TIMOTHY wrote: > Renee: I admire your focus on comprehension. However, if you have a > student who is having difficulty comprehending, how do you determine > the source of the difficulty? > ..... snip...... > Without knowing the source of the difficulty, instruction to meet the > source of the difficulty is a challenge at best.
I never said I don't look for the source of the difficulty. What I said is that I don't use oral reading skills to assess silent reading skills. If a student has a reasonable sense of what he is reading but is not a great oral reader, I do not assume that he/she is not a good silent reader. If a student cannot reasonably discuss what he/she read, then I would have him/her read to me to see what I could find out. But I don't assume that a poor oral reader is a poor silent reader. Here is what I said: > I have never used oral reading skills to assess silent reading. In > fact, I don't "assess" silent reading in the first place. What I assess > is comprehension. If I am required to give students a "score" or > "grade" for fluency or other reading skills/tools, I do it, but not by > choice. > > To me, reading is making meaning. Making meaning is exemplified by how > well a student is able to discuss or write about what he or she has > read. Renee "El fin de toda educacion debe ser seguramente el servicio a otros." ~ Cesar Chavez _______________________________________________ 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.
