>> > Nancy said-
> Could you tell me more about the sixth graders with the "phonics gaps?" >
> What kinds of phonics instruction have they had in the past? What kinds of >
> different phonics instruction strategies would you incorporate?> Why do you
> consider reading for meaning "the other side of the continuum?"> You state "I
> have a dyslexia teacher friend who would seriously disagree > with us if we
> ONLY hit reading for meaning with the strugglers." What other > kinds of
> reading are there?> > Nancy C.>
Hi Nancy.....
I give my students a Quick Phonics Screener, if they are two years below grade
level on the QRI. (decoding and comprehension assessment)
I also do a miscue analysis. There have been times when it is clear to me that
a student repeatedly misses words containing dipthongs....for example they
don't know what to do with ea, or they still don't understand that an e on the
end of a word affects the first vowel. fin....fine, tin....tine etc. Reading
for meaning strategies of course help them work around that, but some quick
phonics work with me will increase automaticity, fluency, and improve
comprehension. Sometimes the screener will show that they are several grade
levels below where they should be at this age with letter/sounds or
multisyllabic words. My dyslexia teacher tells me their word work needs to be
more closely looked at, rather than to keep the focus on making meaning no
matter what your decoding ability.
There was a time in my career when I felt focus on meaning would ultimately
cure all reading problems. So yes I do feel that there is a spot on the
cotinuum, far to one side, that wants to ignore the word work in favor of
strictly focusing on meaning. I was there once in my career. I now see that
some of my kids need me to be willing to look more at their phonics skills.
Very few of them, but they are there and I don't want to let them slip between
the cracks.
Hope that makes sense. Gina
>
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