Joy What I tell my students and colleagues is this...when you round robin read, many kids don't read all the text or even follow along. They look for what they will be reading and prepare for that. I ask kids to read the whole text silently because they read the whole text, not just the part they will read aloud. The "Matthew Effect" described in research comes into play. The good readers actually do follow along and read more while the strugglers and those that are very shy read only what their part will be and therefore get less practice. Also, poor readers tend to be interupted...by both us and other students...we mean well and hate to see them struggle so we tend to jump in and help rather than allow the student to learn to solve their own problems. Having said all this, some kids DO comprehend better when reading orally. Beginning and some struggling readers actually need to read aloud...but I simply have them mumble read the whole text before we do our guided reading lessons. Jennifer Maryland In a message dated 7/21/2007 1:48:11 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
I don't do round robin reading in my class. Never have. However, my new TA, who is wonderful in every other way, is disturbed by this. She feels so strongly about it that whenever she has had to fill in for me (IEP meetings and the like) she makes a point of doing this with my class. It is important for me to win her over without hitting her with a bunch of research and data, and I don't want to involve the school administration (like I said, she is WONDERFUL the BEST TA I've had yet). What would you suggest I do? ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour _______________________________________________ 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.
