Activity # 4 (Opitz) p. 14
Use Table 1.1 “Summary of Proficient and Less Proficient Reading Behaviors” to observe a reader. Highlight the characteristics you notice and provide an example of what you see.
This year I have many students with learning disabilities in my classroom, mostly pertaining to math and reading. I have started off the school year with 2 types of assessments so far, the GRASP and the county wide reading benchmark test. The GRASP assessment involved a 1 minute timed reading fluency check. I recorded the words read correct per minute for each student. I have also met with each individual student for their first individual conference as a part of the CAFE and Daily 5 reading programs. In the first meeting I have just listened to them read aloud a book of their choice and asked a few simple comprehension questions based on what they read to me. After these assessments, I have noticed I have several children who seem to be less proficient readers based on their behaviors. I noticed a particular student who seems to want to read as fast as he can. He doesnt even stop at the end of sentences, unless he is stumped on a word. He blends all of his sentences together, which means he can't possibly comprehend anything he read. He spent several seconds on words he didn't know and tried to sound them out, however every time he sounded out the word he was struggling with, he came up with the same pronunciation, as he did not attempt to chunk different letter combinations together to see if he was chunking incorrectly the first time. One word I specifically noticed many of my less proficient readers getting stumped on was "airliners." Most of them would say "airline" or "airlines," however when they read a few words past, they would start back over at this particular word. This was a very interesting observation to me.
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