I teach second grade and one of my darlings was reading successfully on AR tests but not fluently on the dibels tests. I talked with him about reading like water flowing out of the faucet. I asked him to read for a bit each day so we could hear him together. Sometimes I would reread parts and ask him to read it like I had. This seemed very helpful. He now scores benchmark in his fluency.
Also I believe he is a perfectionist. I talked with him about it being AOK to make a mistake. Hope this is helpful. Kim On Wed, Apr 8, 2009 at 1:35 PM, Melissa Kile <[email protected]> wrote: > I may be opening a can of worms, but if she reads well silently, has good > comprehension, and uses higher order thinking skills, why does she need to > read smoothly aloud? There aren't too many professions that rely on fluent > read-alouds---ours and broadcast journalism come to mind. Don't we spend > most of our reading lives reading silently? > > Thoughts? > > Melissa/VA/2nd > > On Wed, Apr 8, 2009 at 1:25 PM, Jennifer Olimpieri <[email protected] > >wrote: > > > I have a student that reads well silently, her comprehension is fabulous, > > higher order thinker. However, when she reads orally, it is very choppy. > I > > happen to be friends with her mother and she is frustrated because she > has > > addressed this issue for the last couple of years and basically the > school > > isn't doing anything anymore. The child is currently in fourth grade, > > received small group instruction is 2nd and 3rd grades and her mother > also > > paid for her to have vision therapy. Nothing seems to help improve her > > fluency since it is not impacting her comprehension. Can anyone give me > some > > suggestions on how I may help this child. > > > > --- On Tue, 4/7/09, Jennifer Hartkopf <[email protected]> wrote: > > > > From: Jennifer Hartkopf <[email protected]> > > Subject: [MOSAIC] Reading Comprehension > > To: [email protected] > > Date: Tuesday, April 7, 2009, 10:27 AM > > > > Hi! My name is Jennifer and I am currently a student at Wayne State > > University. > > I recently read an article that I found to be true in the class that I > did > > my > > pre-student teaching. A lot of students would read with fairly good > > fluency, > > but when confronted with comprehension and critical thinking questions > they > > were > > unable to participate. Is this a problem in other classes and are there > > strategies/activities to try to overcome this? I would like to have > strong > > readers as well as strong comprehenders in my classroom. > > > > Thanks! > > > > Jennifer Hartkopf > > > > > > > > > > _______________________________________________ > > 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. > > > > > _______________________________________________ > 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.
