Repeated Readings allow students to practice orally until mastery. While reading, students hear the prosodic features as they read. Students begin to recognize the type of syntactic phrasing that is necessary for comprehension. Repeated readings provide students with the chance to progress in reading expression. As students start to make better use of these cues in reading they can begin to use this while reading silently. I agree with his reasoning because with repeated reading, students will become more familiar with prosodic cues and the reader will become a more fluent reader and this will lead to better comprehension of text.
Saturday, October 30, 2010
Aquisition of Reading Fluency
How does Schreiber think Repeated Readings helps students compensate for the lack of prosodic features in print? Do you agree with his reasoning? Why or Why not?
Building Reading Fluency in a Disabled Middle School Reader
1. Who is Luke?
Luke is an eighth grade boy who was tutored by a graduate student. He lacks fluency and speed, had a history of Seizure Disorder, and was also diagnosed with having ADD. He was a courteous and cooperative student, but struggled with reading and writing. He was reading on a first grade level when entering the fifth grade and was placed in a reading program to help him make gains. He made slow progress through his years at school and then started the instructional intervention in the summer of 2008.
2. Describe briefly the intervention used to addressed Luke’s problems in reading.
Luke would listen to a chapter on tape and then stop the tape and reread the page. Luke would read the passage of text to his tutor who would make notes.The next part of the lesson was guided reading. Part three of the lesson would be repeated readings where Luke would read a 300 word passage from a book that he had read during guided reading.The last part of the lesson would be read aloud.
3. The main finding of this study is that the child improved his reading rate by 25 words per minute over the course of the intervention. This same gain eluded Luke’s isolated word reading rate (as measured with Word Recognition in Isolation–WRI). How do the authors explain this discrepancy?
The main finding of this study is that the child improved his reading rate by 25 words per minute over the course of the intervention. This same gain eluded Luke’s isolated word reading rate (as measured with Word Recognition in Isolation–WRI). How do the authors explain this discrepancy? See their discussion on phrasing in the Commentary section.
4. Do you see any connections to our previous readings (e.g., Adams, 2004; Ehri & Wilce, 1979; Perfetti & Hogaboam, 1975, etc)?
The connections I see are the building of word knowledge and word recognition from the younger years as being fundamental in the later years of learning. If this child had been helped with tutoring from day one of his struggles, he would be much farther along in his learning processes. These types of learning and tutoring strategies we have read about and learned about are crucial for many kids who struggle with reading and learning difficulties, whether they be because of a mental delay, physical delay, or learning disability.
Luke is an eighth grade boy who was tutored by a graduate student. He lacks fluency and speed, had a history of Seizure Disorder, and was also diagnosed with having ADD. He was a courteous and cooperative student, but struggled with reading and writing. He was reading on a first grade level when entering the fifth grade and was placed in a reading program to help him make gains. He made slow progress through his years at school and then started the instructional intervention in the summer of 2008.
2. Describe briefly the intervention used to addressed Luke’s problems in reading.
Luke would listen to a chapter on tape and then stop the tape and reread the page. Luke would read the passage of text to his tutor who would make notes.The next part of the lesson was guided reading. Part three of the lesson would be repeated readings where Luke would read a 300 word passage from a book that he had read during guided reading.The last part of the lesson would be read aloud.
3. The main finding of this study is that the child improved his reading rate by 25 words per minute over the course of the intervention. This same gain eluded Luke’s isolated word reading rate (as measured with Word Recognition in Isolation–WRI). How do the authors explain this discrepancy?
The main finding of this study is that the child improved his reading rate by 25 words per minute over the course of the intervention. This same gain eluded Luke’s isolated word reading rate (as measured with Word Recognition in Isolation–WRI). How do the authors explain this discrepancy? See their discussion on phrasing in the Commentary section.
4. Do you see any connections to our previous readings (e.g., Adams, 2004; Ehri & Wilce, 1979; Perfetti & Hogaboam, 1975, etc)?
The connections I see are the building of word knowledge and word recognition from the younger years as being fundamental in the later years of learning. If this child had been helped with tutoring from day one of his struggles, he would be much farther along in his learning processes. These types of learning and tutoring strategies we have read about and learned about are crucial for many kids who struggle with reading and learning difficulties, whether they be because of a mental delay, physical delay, or learning disability.
Validating Craft Knowledge : An Empirical Examination of Elementary-Grade Students’ Performance on an Informal Reading Assessment
Research Question: For grades two through six, what are students' average scores (or score ranges) on the following assessments?
1. isolated word recognition (timed and untimed)
2. oral reading accuracy
3. reading comprehension (oral and silent)
4. reading rate (oral and silent)
5. spelling
At any given grade level, which measure (word-recognition-timed, oral reading accuracy, or spelling) is the best predictor of oral reading rate? we hypothesised that recognition-timed and spelling (both indicators of word representation quality) would be the best prdictors of reading rate.
Is there a strong relationship between oral and silent reading rate? we hypothesised that a strong relationship at each grade, 2 through 6, given that both modes of reading share underlying language process.
Methods: 274 students in 8 elementary schools in western North Carolina: Two cohorts studied for 4 years
Implications for Instruction: Students still need to focus on decoding phonics and spelling patterns in the earlier grades to insure higher fluency rates later in elementary school. These can be taught using the word flash, word sorts, and other varying word games combined with spelling studies and word wall activities.
1. isolated word recognition (timed and untimed)
2. oral reading accuracy
3. reading comprehension (oral and silent)
4. reading rate (oral and silent)
5. spelling
At any given grade level, which measure (word-recognition-timed, oral reading accuracy, or spelling) is the best predictor of oral reading rate? we hypothesised that recognition-timed and spelling (both indicators of word representation quality) would be the best prdictors of reading rate.
Is there a strong relationship between oral and silent reading rate? we hypothesised that a strong relationship at each grade, 2 through 6, given that both modes of reading share underlying language process.
Methods: 274 students in 8 elementary schools in western North Carolina: Two cohorts studied for 4 years
- Cohort A: 137 students randomly selected from 2-grade population
- Cohort B: 137 students randomly selected from 3-grade population
Implications for Instruction: Students still need to focus on decoding phonics and spelling patterns in the earlier grades to insure higher fluency rates later in elementary school. These can be taught using the word flash, word sorts, and other varying word games combined with spelling studies and word wall activities.
Saturday, October 9, 2010
The Inconsistency Effect by Reading Skill
Studies were performed to base findings of the Inconsistency Effect on skilled readers and on unskilled readers. After reading four passages that were in global condition, consistent; global condition, inconsistent; local condition, consistent; and local condition, inconsistent, the findings were as follows:
Skilled readers were able to understand and reflect on all four passages.
This is found true because skilled readers have the focued memory and comprehension skills desired to retain information about all types of passages.
Less skilled readers were able to understand and reflect both local passages, but neither of the global condition passages.
This is found true for the global condition, inconsistent passage because longer reading on inconsistent passages is required when there is longer filler time. This occurs because of long term memory use required in order to process the passages. The reading time should be longer because of the inconsistency.
It is also found true because in the global condition, consistent passage, because less skilled readers are having to process more information due to a 6 sentense filler before the target action takes place.
Skilled readers were able to understand and reflect on all four passages.
This is found true because skilled readers have the focued memory and comprehension skills desired to retain information about all types of passages.
Less skilled readers were able to understand and reflect both local passages, but neither of the global condition passages.
This is found true for the global condition, inconsistent passage because longer reading on inconsistent passages is required when there is longer filler time. This occurs because of long term memory use required in order to process the passages. The reading time should be longer because of the inconsistency.
It is also found true because in the global condition, consistent passage, because less skilled readers are having to process more information due to a 6 sentense filler before the target action takes place.
Friday, October 8, 2010
Compensatory Encoding Theory
(Walczyk)
Compensatory mechanisms are a form of remediation or metacognition techniques that older readers use to comprehend text. They can be used to overcome inefficient subcomponents such as decoding and limited resources such as attention and working memory. Examples of compensatory mechanisms are: slowing the reading rate, looking back in text and rereading earlier portions or pausing to consolidate information in memory.
In the article there are weak correlations between lower level reading processes and comprehension in older children and adults. Students that are above the third grade level are usually efficient at decoding and can have efficient semantic memory access. With these students decoding comes naturally to most of them and they do not have to focus on this. Students that have inefficient subcomponents need interventions to help them improve. students of upper levels into adulthood, often have a harder time grasping this concept.
According to Walczyk, there is a stronger correlation only in situations such as testing. In situations such as timed tests and there is pressure on students, their compensatory mechanisms are tested. Students do not tend to use strategies for reading, but rather use strategies for test taking and because of this, their reading comprehension is not as good as it could be.
In this article, it is stated that older readers and adults compensate for inefficient lower level processes, limited resources, or difficulty of text when reading under normal conditions. This is because it is harder for long time readers to adpat their own reading strategies to euipt themselves with newer better strategies of learning and comprehending.
Compensatory mechanisms are a form of remediation or metacognition techniques that older readers use to comprehend text. They can be used to overcome inefficient subcomponents such as decoding and limited resources such as attention and working memory. Examples of compensatory mechanisms are: slowing the reading rate, looking back in text and rereading earlier portions or pausing to consolidate information in memory.
In the article there are weak correlations between lower level reading processes and comprehension in older children and adults. Students that are above the third grade level are usually efficient at decoding and can have efficient semantic memory access. With these students decoding comes naturally to most of them and they do not have to focus on this. Students that have inefficient subcomponents need interventions to help them improve. students of upper levels into adulthood, often have a harder time grasping this concept.
According to Walczyk, there is a stronger correlation only in situations such as testing. In situations such as timed tests and there is pressure on students, their compensatory mechanisms are tested. Students do not tend to use strategies for reading, but rather use strategies for test taking and because of this, their reading comprehension is not as good as it could be.
In this article, it is stated that older readers and adults compensate for inefficient lower level processes, limited resources, or difficulty of text when reading under normal conditions. This is because it is harder for long time readers to adpat their own reading strategies to euipt themselves with newer better strategies of learning and comprehending.
Construction-Integration Model of Text Comprehension
What is proposition?
Propositions are idea units that combine more than one word in a schematic form. Propositions allow the theorist to represent the meaning of sentences, independent of their syntactic structure. Just like letters combine to form words, words combine to form sentences.
How many types of text representation are there?
Surface level memory is the memory for the actual words and phrases of the text. Surface memory is often short-lived. The propositional level of representation deals with the ideas in the text. The microstructure of a text is the network of propositions that represents the meaning of the text. One can think of it as a translation from the actual words used into an idea-level format. Microstructure and macrostructure together form the textbase. This is where sentences combine to create a larger picture – a paragraph or more complex idea or story. The situation model represents the information provided by the text, independent of the particular manner in which it was expressed in the text, and integrated with background information from the reader’s prior knowledge.
What do the terms construction and integration refer to?
The Construction-Integration model generates several meanings in parallel and later, sorts out which construction is the right one. Construction refers to the process of sorting out meanings that do not fit within the context and strengthens other meanings that do fit. In the integration process, the correct proposition will win out because it is connected to prior knowledge. The CI model uses a bottom-up construction phase where contradictory assumptions are explored and then ruled out during the integration phase.
Propositions are idea units that combine more than one word in a schematic form. Propositions allow the theorist to represent the meaning of sentences, independent of their syntactic structure. Just like letters combine to form words, words combine to form sentences.
How many types of text representation are there?
Surface level memory is the memory for the actual words and phrases of the text. Surface memory is often short-lived. The propositional level of representation deals with the ideas in the text. The microstructure of a text is the network of propositions that represents the meaning of the text. One can think of it as a translation from the actual words used into an idea-level format. Microstructure and macrostructure together form the textbase. This is where sentences combine to create a larger picture – a paragraph or more complex idea or story. The situation model represents the information provided by the text, independent of the particular manner in which it was expressed in the text, and integrated with background information from the reader’s prior knowledge.
What do the terms construction and integration refer to?
The Construction-Integration model generates several meanings in parallel and later, sorts out which construction is the right one. Construction refers to the process of sorting out meanings that do not fit within the context and strengthens other meanings that do fit. In the integration process, the correct proposition will win out because it is connected to prior knowledge. The CI model uses a bottom-up construction phase where contradictory assumptions are explored and then ruled out during the integration phase.
Subscribe to:
Posts (Atom)