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Re: Reading instruction
- Subject: Re: Reading instruction
- From: "L. Cirincione" <lindac15@MINDSPRING.COM>
- Date: Fri, 1 Feb 2002 20:08:58 -0700
- Reply-to: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
- Sender: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
I really like your descriptions of a good reader & miscues. I agree - my son
will be a great reader when he gets older, since he loves reading so much
that I am not allowed to ever take a night off from reading to him. It is
the school people who have a problem with his reading level. That's probably
why I don't send him to school anymore. My son knows a lot about a lot of
things. His ability to read & write will improve given enough time &
appropriate instruction .... & without being destroyed by a school telling
him he is not good, unmotivated or any of the other usual tactics they use
(including peer taunting which comes naturally from putting a 1st grade
reading level child at the supposedly "age appropriate" 4th/5th grade
Wonder what will happen when they try to force him to take one of those
standardized tests? Kind of hard to take a test when you can't read it.
(Worse yet, they force homeschooling parents to pay for it!)
----- Original Message -----
From: "Nancy Patterson" <patter@VOYAGER.NET>
Sent: Friday, February 01, 2002 4:24 PM
Subject: Re: Reading instruction
> I wonder how we are defining "not reading well?"
> I continue to believe that the best "test" for reading ability is Yetta
> Goodman's (et al) miscue analysis. A miscue is when a reader reads
> something that is different that what has been written, or when a reader
> stumbles or repeats, or reads something different and then goes back to
> the phrase or word again and getting it as written. There are all kinds
> miscues that are good, which is why Goodman uses the term miscue rather
> misread or mistake. Good readers often substitute a word that means the
> same as the word that is written. Good readers also may read something
> different and then go back and re-read the text as written. Not all good
> readers read well aloud. But good readers generally read efficiently and
> are able to retell what they have read accurately. An inefficient oral
> reader may be a far more efficient silent reader. And, though some
> may not think so, some good readers have to mouth the words as they read.
> have to do this if I am reading dense text.
> I don't think I was a particularly good reader at the age of 10. I really
> didn't come into my own as a reader until I was in 6th grade. And it was
> the end of 6th grade. I guess what I'm saying here is not to give up on
> your son. He may be a better reader than you think. And he may become a
> pleasure reader in a couple years.
> At 07:05 PM 2/1/02 -0700, you wrote:
> >I totally agree with Monty. I learned to read on my own at 4 y/o. I might
> >have agreed that this works, except for the fact that my son still cannot
> >read well at age 10 - despite 2 wall units of books that are HIS, despite
> >reading to him every single night for all of his life, despite the fact
> >he uses an impressive vocabulary correctly, despite constant phonics AND
> >whole language instruction.....
> >Could it be the need for Vision Therapy since his eyes have been tested
> >specialized process & they do not focus at a level capable of more than a
> >1st grade reading ability? Could it be the existence of Learning
> >Disabilities? The fact that his learning style is visual/kinesthetic &
> >teachers teach to logic-learners & do not know specialized techniques
> >Lindamood-Bell that work wonders with other learning styles? Could his
> >inability to write perhaps be traced to problems with fine motor control
> >rather than lack of motivation or writing skills?
> >Sometimes I really think that academics who get so involved in debates
> >the phonics vs whole language "issue" because it's easier than
> >the real problems in the real world that the rest of us have to live in
> >far easier than actually finding a solution for them - god forbid!).
> Nancy G. Patterson, PhD
> Portland Middle School, English Dept. Chair
> Portland, MI 48875
> "To educate as the practice of freedom is a way of teaching that anyone
> --bell hooks
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