|
Original
Response |
Expected
Response |
|
It my little
monkey here.
|
Is my little
monkey here?
|
|
We got to
tell.
|
We've
got to tell.
|
|
Frog look
at Toad calendar.
|
Frog looked
at Toad's calendar.
|
|
A word what
sounded good.
|
A word that
sounded good.
|
|
hisself
|
himself
|
|
I can come to your
party?
|
Can I come to your
party?
|
Overall, upon examination of the
responses, I would consider this child to be a proficient reader. The child did
not change the general meaning of most of the responses with the exception of
the first response where the meaning did change somewhat when the punctuation
was ignored. This could imply that this child is a non-proficient reader. However, the text stated that proficient
readers “may actually make as many or more miscues involving pronouns and
simple function words” (2002, p. 63). This
is because they are constructing meaning instead of identifying each individual
word. I agree that all proficient
reading is not miscueless due to our schema and context clues. Nevertheless, I would like to see the entire
passage so as I could examine the other sentences to see which context clues
the student used before they miscued.
I would reinforce that this child
corrects their own miscues instead of me prompting with the correct response. However,
I would tell them to try that sentence again if they did have a miscue. I might
let them use a ruler when reading so they can follow the words more easily or let
them use highlighting tape to emphasize the words they miscued. I would also
want us to monitor their comprehension together to see if they can still
understand the overall meaning of the passage with the miscues. I would allow the
child to read the passage individually, with partners, and with me several
times throughout the week. I would pay attention to see how the miscues are
fixed and changed throughout the week and keep up with their comprehension.
I also viewed this person as a proficient reader.I agreed that the meaning of the text was not changed by the reader, also stating my concern for ignoring the grammar in the first sentence. Seeing the whole passage would be very beneficial for educators analyzing these sentences. It is hard to use context clues to decide if the meaning was kept, but based on our view, I believe it was. Asking or allowing a student to reread a sentence where miscues took place can be very beneficial and create that "ah-ha" moment, I have found. Sometimes just rereading can allow for comprehension and understanding.
ReplyDeleteLindsey,
ReplyDeleteI too agree that this student did not change the meaning of the text they were reading. Therefore, I think this student is proficient. I like how students can miscue without changing the meaning and still be 'considered' proficient. I found it interesting that students who make the most miscues are sometimes our most proficient readers. I think it would be interesting to see the entire passage these sentences came out of as well. It would be nice to see what sentences came prior to or afterwards, possibly causing their miscues.
I also found that the children in the above example were proficient readers. If our true goal in reading instruction is that a child comprehends what they are reading, then we need to follow through with this goal by focusing more on children's comprehension than their correct identification of every word. Being that the meanings did not seem to change between the original sentences in the chart and the way that the children read them, this shows evidence of comprehension to me. I like your idea of having students who make miscues due to dialects read passages individually, with partners, and with you to see how their miscues change.
ReplyDeleteI also thought the reader was proficient. I think questioning for understanding is a great way of figuring out if the student is gaining meaning even with miscue mistakes. I don't think that it does any harm having students re-read passages throughout the week. I think having students read with a partner is a great way for students to work on their fluency as well because they hear people other than themselves and their teacher. Also having familiar reads can boost students confidence with reading because they don't make as many mistakes (we hope) once they have seen the text previously.
ReplyDelete