Module 2: Instructional Challenge


OR: It my little monkey here.
ER: Is my little monkey here?
OR: We got to tell.
ER: We've got to tell.
OR: Frog look at Toad calendar.
ER: Frog looked at Toad's calendar.
OR: A word what sounded good.
ER: A word that sounded good.
OR: hisself
ER: himself
OR: I can come to your party?
ER: Can I come to your party?

Are these children's miscues evidence of proficient or non-proficient reading? Explain. If you were teaching children who made these miscues, what, if any, assistance or teaching would you offer?

The student’s miscues are evidence of proficient reading. The student may not be using “proper grammar,” but they are reading using their home dialect without changing the meaning of what is being read.  When looking at their original response and then the expected response you can still clearly see they understand what is being said, maybe more so than what think as they are able to understand what they read and then translate to their own dialect.  As Weaver says, “What we often fail to realize is that such dialect translation would not be possible unless the reader had understood the deep structure of the author’s sentence. Actively transacting with the text, the reader has simply expressed it in his or her own surface structure” (Weaver, 2002).

If I were teaching children who made these miscues I would offer no assistance or teaching, as what they have done shows a far deeper understanding of reading. The ability to translate something read into your own dialect shows a vast amount of comprehension and most likely the student would be able to reread what they had but in the proper way. The student is simply showing their ability to use reading strategies to show understanding of what they have read and that they are a proficient reader in a non-traditional way.

Weaver, C. (2002). Reading process & practice. (3rd ed.). Portsmouth, NH: Heinemann.

Comments

  1. UnknownJune 18, 2013 at 8:24 AM

    I agree with your thoughts that this is strictly related to the children's dialects. You mentioned that if the student reread the passage, he or she would probably read it in the proper way. What happen if the child didn't? Would we correct them then? When should a child be corrected or does a child even need to be corrected? These are questions that I have been battling after this activity. What are your thoughts?

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  2. Madison BoydJune 18, 2013 at 2:01 PM

    I agree with your thought that the child probably understands more than we think they do. Because they are changing the sentence structure to match their dialect, they are more likely to gain an understanding from it. When a child reads a passage in their own dialect, how do we as teachers approach it? Is it worth correcting or do we allow it to continue because they are finding meaning?

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  3. Shawnee KnottJune 23, 2013 at 5:53 PM

    Kim I honestly do not know if I would correct them or not. I think I might just so they know that there is another way of reading what is read, but I do not think I would count them wrong. They are showing an understanding of what they read by their ability to translate it into their own dialect.

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