Sometimes
our schema can actually cause miscues in specific passages similar to the
sixth-grade boy on page 48. As teachers, we should encourage students to
self-correct their miscues instead of prompting them with the correct
pronunciation immediately. I believe reading is a mixture of phonics and using
context clues. Weaver has even stated that “proficient readers use
context-based strategies more than less proficient readers, for the most part”
(2002, p. 56). I think all proficient readers tend to “think ahead” and predict
what is coming next, which can cause omissions or insertions that still make
sense in the passage. Overall, I disagree that reading is an exact process
because readers strengthen their skills with additional experience and time.
Tuesday, June 12, 2012
Module 2 - Reading Reflection
I do
agree with Harper and Kilar’s quote on page 41. I believe that reading is not
an exact process because it uses many different strategies. Although a child
might read every word correctly, he/she might not comprehend the entire
passage. Context clues help readers monitor their comprehension and fluency. Also,
we are able to use context clues beyond the text to further our understanding
of a passage. It is said that an average elementary student adds more than
3,000 words a year to his/her recognition vocabulary. This shows that students
are continually learning and improving their vocabulary to become more
proficient readers and writers.
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Lindsey,
ReplyDeleteYour reflection connected a great deal with my thoughts on this quote. I particularly like the statement you make about being able to read every word on the page not meaning that a child is comprehending well. I have emphasized this point many times during parent-teacher conferences. I teach second grade, and a lot of emphasis is placed on reading fluently. The goal for second graders is to read around 90 words per minute by the end of the school year. Too often parents get fixated on the number of words per minute their child is reading. Frequently I remind them that their child might be reading 200 words per minute, but may not understand or be able to retell anything that has been read. On the other hand, a student may read 75 words per minute and have a solid grasp on the happenings from within the text. The 90 words per minute is just a guide, and is just a small component of reading. The Weaver text has made me realize just how much does affect one's ability to read and comprehend.
Lindsey,
ReplyDeleteI too think that reading is not an exact process much like the quote stated. Reading in my opinion, is far more than simply reading what is one the page. Just because a student is fluent and reads with few miscues, does not mean they understand the context. Reading is recognizing the big picture and understanding what is happening in the text. A student can be a fluent reader even if they do not read a passage with 100% accuracy. It is important for us teachers to realize this, so that our students who truly are proficient do not become discouraged.