Take a look at the following examples of children's dialect-based miscues while reading and the difference between the child's original response (OR) and expected response (ER). Then answer the questions that follow.
| 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?
I do not feel like these children's miscues are evidence of either a proficient or non-proficient reader. I think these miscues show an emerging reader. Language and dialect have a huge influence on the way a person reads, writes, and interprets text. I think this is especially evident when considering how my English language has so many "slang" terms and to a person who isn't proficient in English may struggle with these types of terms and sayings. I do not however, think that a persons dialect and language can hinder them from gaining meaning from text. I see the ability to code switch and translate are an advantage. Language patterns vary and a persons ability to convey their meaning through writing and reading varies as well. Again, I do not see how there is any "exact" method for reading, writing, speaking, etc. If I were teaching these children who made these miscues I would give assistance based on the grade level and level reader I am working with. A struggling reader I feel like needs to build confidence and while making these miscues, I do not feel like I would bring that to their attention. I do not feel like it would benefit them in any way. I think that as a reader progresses and becomes a more proficient reader is when correction becomes more pertinent. When children speak and write it is often a reflection of their thoughts and understandings. So I think that taking all factors that may have an impact of their learning into consideration is important when giving feedback. I know that grammar is important but I feel like it develops with age, and I do not expect any of my students to write, speak, or read without errors.
When doing this activity, I had a complete opposite opinon. I felt that the reader was proficent because they were able to translate what they read into their own dialect showing a deeper understanding. I was looking at this reader as being an older student.
ReplyDeleteThe point of view on this being an emergent reader is very enlightening. I honestly did not think of it in this way, but your points make complete sense that reading in such a way is actually an hinderance in relation to gaining a true meaning of text, but this probably will change and develop with age.
I think it is very interesting that you see this student as an emerging reader. My opinion was opposite, but you made some good points. There were some sentences that the meaning was taken away. As in the first sentence, the student made a statement when they expected response with a question. After reading your thoughts, I may now be leaning more that this student is an emerging reader. Good way of thinking!
ReplyDeleteIt is interesting to me that you see this reader as an emerging reader. I decided he or she was a proficient reader based on their ability to determine meaning. The point of reading is to be able to gain meaning from text. That is exactly what this reader did. Although they did not read it as you or I would have, they transfered it to meet their needs of the dialect they are familiar with. I think this is a very interesting concept about how we change the sentence structure to best fit our needs.
ReplyDeleteI agree with both Shawnee, Kim, and Madison. When I first started teaching 2nd grade this year I was originally concerned that the students would say who for how or say things backwards but I learned that with more reading they would be more fluent. Regardless of what they were saying I could see that the children were understanding and making meaning. I really liked reading what your opinion was!
ReplyDeleteI love your response on this being an emergent reader! I honestly didn't think of it from this perspective, but I love your opinion! I feel this was based more on what teachers think and feel. I don't think there is a wrong or right answer. Since you teach 5th graders i am sure your opinion would be different than mine as a third grade teacher. It shows that even as adult we interpret information completely different than other adults. We can relate this to our kids in the classroom and the way they interpret information as they read it.
ReplyDeleteYour view on this was so interesting! I saw this reader as proficient and like others have said I noticed this reader changed some of the sentences to fit their dialect which would indicate they have created deeper meaning.
ReplyDeleteI never thought this reader as emerging, but after reading your post, I can see how you would say that. I would also have to see how these children retold what they had read or how they answered comprehension questions to really determine if they were reading for meaning or if their miscues are hindering their meaning.