Opitz, M., Rubin, D., &
Erekson, J. (2011). Reading diagnosis and improvement: Assessment and
instruction. (6th
ed.). Boston, MA: Allyn & Bacon.
Recently, a friend of mine asked me
to tutor her son, who was in second grade and on the RTI tier 3, because he was
having problems with reading comprehension, spelling, and finishing his math
work in class. As I sat down with
him to complete some assessments and get an idea of where he was, I had him
read passages from the QRI-4 to get a miscue analysis. After getting an idea of his
independent reading level from the word lists, I had him read the passages
silently first and then aloud while I noted any miscues. While he did not use
expression or pause for appropriate punctuation, he did monitor what he was reading
which was indicated by the self-corrected miscues; about one in five were
corrected. However, when he approached an unfamiliar word, his only available
strategy was to sound it out and once he had read past the word, was very
unlikely to self-correct. He did not skip any words unless he was told to try.
His readings were the same,
regardless of the genre with no indication of purpose-based variances. It
seemed that although he was beginning to monitor comprehension, as indicated by
the self-corrected miscues as well as the miscues that did not change meaning,
he had not yet gained enough strategies to be a completely proficient
reader.
We’ve used a literacy-based
approach to instruction, including all components of a balanced literacy
program. When we meet, we always begin with a book and use that to springboard
into phonemic awareness, vocabulary, and conventions. Many of our lessons
include word study to draw attention to parts of speech and word parts. Then we
follow up with a journal response to the literature. He has shown tremendous
progress.
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