Module 4: Instructional Challenge

Marcus is a student who very frequently miscues by substituting words that start with the same letter or first few letters of the word in the text, but his substitutions often are not syntactically or semantically acceptable (they neither sound right grammatically nor make sense). What possible teaching strategies would you suggest to help Marcus?

             To help Marcus understand that reading should sound right and make sense, I would start off by using retrospective miscue analysis by recording Marcus reading a text and playing it back to him. When miscues are made, I will stop the tape and ask him if what he read made sense. I would then have him reread that portion of the text and find the correct meaning, with teacher guidance (Weaver, 2002).

 I would also encourage Marcus to listen to recorded books. I would have Marcus first read the book independently and then I would have him listen to the book being read to him through a recording. In one-to-one conferencing we would discuss his miscues.  I would then encourage him to listen to the recording and read along several times during the week with tapes that increase in speed. Several times during the week, Marcus would be encouraged to read the book to me so I can monitor his miscues and ensure he is reading independently and fluently. This should help Marcus recognize more words and if the process is continued more and more words will be learned and recognized.  As his reading progresses, there would be no need to plug in same beginning sound words in to his reading that do not make sense because he will have recognition and knowledge of more words.

The final thing I would do was allow Marcus to partner read with a student that is a proficient reader and would correct Marcus as he reads in a friendly way. After each page, they would be encouraged to stop and discuss what they have read.

Comments

  1. UnknownJuly 2, 2013 at 7:32 PM

    I agree with you on your decision to allow Marcus to partner read after working with you prior. I believe it is appropriate, to wing him off. This way, he has had the opportunity to work on his area of difficulty before hand. I also like your idea of recorded books. This way he is able to hear and see the text at the same time. This will also allow him to see the different pronunciation of the different words with similar beginnings.

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