Kat, Thanks for the input - it's good to hear from someone who regularly works with this type of reader. I get the feeling that he's never really been taught to think. His school system is all about beating the test, and I'm inferring (from clues in the newspaper and from whisperings of teachers!) that they spend a lot of time on surface-level structures to do so. To the point of posting the nonsense words from DIBELS around the room in 1st grade, if you can believe that. Anyway, I have been working with him on reading strategies, particularly visualizing, which is slowly coming along. I hate to see a child like this who has missed so much good thinking instruction in the 4 years of his school career. I feel sure that with time he could learn the comprehension strategies. But he is so discouraged at this point... Heather Wall/ 3rd grade/ Georgia NBCT 2005 Literacy: Reading - Language Arts
----- Original Message ---- From: Kitty Young <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Sent: Thursday, July 12, 2007 1:06:58 AM Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim 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 _______________________________________________ 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.
