I think it is a reasonable reflection of silent reading, but we simply cannot argue that they are the same. In reality though, it is what we have to work with and we have to use data we can access.
Lori On 7/14/07 2:01 PM, "RASINSKI, TIMOTHY" <[EMAIL PROTECTED]> wrote: > I guess I'm confused here. In order to use oral reading to get some clues > about where the child is having trouble reading in general, one is operating > under the assumption that what a reader does when reading orally reflects how > he/she reads when reading silently. > > Goodman's Miscue Analysis certainly operates under this assumption. The > miscues that a reader makes when reading orally reflect the processes that a > reader uses when reading silently. Oral reading is a reflection of silent > reading. > > > Timothy Rasinski > 404 White Hall > Kent State University > Kent, OH 44242 > 330-672-0649 > Cell -- 330-962-6251 > FAX 330-672-2025 > [EMAIL PROTECTED] > informational website: www.timrasinski.com > professional development DVD: http://www.roadtocomprehension.com/ > <https://exchange.kent.edu/exchweb/bin/redir.asp?URL=http://www.roadtocomprehe > nsion.com/> > > ________________________________ > > From: [EMAIL PROTECTED] on behalf of Renee > Sent: Sat 7/14/2007 3:08 PM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Repeated Readings for Fluency - Question for Tim > > > > > On Jul 14, 2007, at 8:42 AM, RASINSKI, TIMOTHY wrote: > >> >> Renee -- in your note below you say: >> >> " 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." >> >> >> When you have your student read to you, isn't this using oral >> reading to >> assess silent reading performance? > > Uh..... no....... I would be using oral reading to get some clues > about where the child is having trouble reading, in general. But this > is different from the original discussion, too, which as I recall > said that a child who reads poorly orally probably reads poorly > silently and that we can assess a student's silent reading ability > and proficiency by listening to him or her read orally. I don't agree > with that, for reasons which have come up in this discussion. > > Plus, I have to take issue with the term "silent reading performance" > because I don't consider silent reading to be a "performance" .... > but that's just me. > > Renee > > > > > _______________________________________________ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute "Literate Lives: A Human Right" July 12-15, 2007 Louisville, Kentucky http://www.ncte.org/profdev/conv/wlu _______________________________________________ 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.
