In the example miscues given, I think that this student is a proficient reader; the student is code switching the text being read with informal spoken English. The student’s miscues are primarily pronouns, function words, and reversals. I would keep an eye on this student’s comprehension to make sure they were gaining meaning and watch their writing very closely. If this student showed similar use of grammar in their writing, then I would discuss with them the different social contexts and when it is appropriate to use informal speech versus formal English.
I agree with you Heather that this student is a proficient reader. I think, like you said, it is key to monitor their progress closely to make sure they are progressing in the right manner. I think helping them through more modeling of the appropriate ways to speak and pronounce certain words will help their exposure and understanding to become a better reader.
ReplyDeleteLizzie and Heather I am on board with you both. These reader's miscues can be interpreted without effecting meaning of the text. These readers would be classified as proficient readers. By closely monitoring comprehension we will be able to make further diagnoses based on their reading levels and accuracy. A proficient reader must read effectively and part of being an effective readers would mean that reader must make meaning from the text. By exposing our students to a wide variety of text, we can promote a love for reading, as well as promote a variety of contexts in which the reader will be exposed to multiple meaning words. I think these strategies will help improve reading fluency as well as comprehension, while continuing to promote proficient readers.
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