I would be interested in knowing what she does when faced with
completely unfamiliar text.
So she comprehends well and infers the meanings of words even if she
mispronounces them. To me, that is no problem. It seems as though this
student is not a proficient oral reader. So?
If a student comprehends well at grade level but is considered not to
be "moving forward" because of oral fluency and/or decoding issues that
do not appear to hinder her comprehension ability, it seems the problem
is with the assessors and the assessments, not the assessee.
Reading is about making meaning. Decoding is one path to making
meaning, but it is not the only path. Obviously this student is using
other reading strategies to make meaning from text.
That she is unable to score well on a running record is something to
note, and decoding may be something to work on, but if those running
record scores are keeping her from "moving forward" ..... well....
what does that mean, exactly? How does a running record score keep a
student from moving forward?
It should be comprehension ability that drives reading selection, not
running record or any other decoding scores.
What would Mosaic of Thought teach us?
Renee
On May 12, 2013, at 6:15 AM, Troy F wrote:
This student struggles with decoding. She comprehends well. She can
infer and thinks through the stories well. When giving running records
it is her decoding that keeps her from moving forward. She often
struggles with the more common HF words. Her oral comprehension is
well above grade level. Which means when read to. She has a strong
vocabulary and can infer word meanings even when mispronouncing them,
which hinders her from really learning the word. She struggles with
breaking words apart and putting them back together and will read
words back words. She has to slow down so much to work through her
processing problems. It took her 20 minutes to read a 230 word text
orally, but she did pass the comprehensive conversation. She is in the
process of being identified right now for special services.
Most of the time it is just the family pediatrician that diagnoses it.
Troy Fredde
On May 7, 2013, at 10:41 AM, Renee Goularte <[email protected]>
wrote:
I am very confused. If her comprehension is well above grade level,
then how can she be struggling with her reading? If you are talking
about decoding, well..... decoding is just one element of the reading
process, and apparently one that is not hindering her.
Seems to me like there is no problem here.
Renee
From: jayhawkrtroy fredde <[email protected]>
To: Mosaic: A Reading Comprehension Strategies Email Group
<[email protected]>
Sent: Wed, May 1, 2013 11:31 am
Subject: [MOSAIC] Dyslexia
I need some ideas to help a student who is struggling with dyslexia.
She
has been diagnosed by a doctor and struggles with her reading. Her
comprehension is well above grade level. Any ideas will be welcomed.
Thanks
Troy Fredde
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~ Chinese Proverb
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