Prior Knowledge About Reading Levels And Reading Comprehension
Prior knowledge about reading levels and reading comprehension:
• Multiple systems to level books and readers
• Writing follows reading development
• Reading comprehension tests
• Reading comprehension comes with being able to fluently read a text
Purpose for Reading: I will read to find out how to determine what my tutee needs to do to become a stronger reader based on his/her reading level from the Bader informal reading inventory (IRI) data I collected.
Honesty Statement: I solemnly swear that this is my own work, and I will not share it with anyone else ever. _____(initials)
Ch. 2
What did you learn about General Patterns of readers’ strengths & needs, including the “three general patterns that provide the focus for planning balance
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My tutee is relying less on the pictures in a text but is still sounding out words. Also, while his words per minute is at grade level he is still reading with little expression.
Review Reading Level: An Indicator of Comprehension Proficiency. Describe how you can use this information to interpret your tutee’s comprehension of the Bader informal reading inventory reading passages you administered. I can look at which comprehension questions my tutee missed and struggled with. This can help provide focus for my instruction. Particularly, my tutee struggled a lot with retelling. This leads me to believe I should provide instruction on retelling and text structure.
Based on the information from Designing the Intervention Focus, create a list of questions to ask yourself to help you determine an appropriate intervention focus for your tutee.
• How big of a gap is there between his instructional level and what is appropriate for his grade or age?
• What patterns in his reading comprehension can I see? Did he struggle with explicit, factual, or literal questions? Was he able to retell a text in a coherent fashion?
• What are the strengths of my tutee?
• What should the balance be of word study, fluency, and comprehension be for my
Adonay Ap Language Summary
188 Words | 1 PagesAdonay has made his best effort to focus at his work in the classroom. His reading has slow progress throughout the year. Although, he reads most-text specific vocabulary, he still needs to decode unfamiliar words using appropriate strategies like blending and segmentation. It is also beneficial to develop his self-correction strategy by attending to meaning while he reads a text. Adonay finds challenging to interpret a text he reads as he struggles to access independently some additional meanings from a text.
Horseshoe Trails Elementary Classroom Observation
1393 Words | 6 PagesI recently had the opportunity to join a classroom at Horseshoe Trails Elementary school and observe a boy that will be referred to as Nick. Before the observation began I was able to speak with Nick’s teacher and obtain some background information about his development over the past year, his daily issues, as well as some family history. Nick is currently in second grade and has been struggling in the classroom for a multitude of reasons. For example, he has an individualized education program (IEP). In addition, he experiences issues with speaking clearly and concisely, due to a minor stutter.
Read Aloud Strategy Analysis
245 Words | 1 PagesSecond, I wanted to observe whether or not he reads with or without expression (he reads with no expression). Finally, I gave him an expository text to read during the administration of the QRI, which I noticed was more difficult for him compared to reading
Amal's Ability To Answer Comprehension Questions And Answers
846 Words | 4 PagesKevin should continue to work on his ability to complete written responses accurately and neatly. Cameron shows enthusiasm during reading. When given time, he will read independently. He needs to work on Dashley is able to read grade-level texts and demonstrate comprehension.
Constrained Skills In Early Childhood
2796 Words | 12 PagesConstrained skills are the quickest to develop and master, such as decoding, fluency, and word recognition (Kintsch, 2004; Paris & Hamilton, 2009). As children acquire and become automatic in these reading skills, these constrained skills aid the child in a smooth transition to the later stages of reading development where there is a heavy focus on unconstrained skills. Unconstrained skills such as comprehension, vocabulary, and composition, continually develop over time making them much more complex with uncertainties of when or how they become automatic (Kamhi, 2009;
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