Two quotes from this book:
"Many struggling readers focus too much on phonics."
"Unfortunately, when students experience reading difficulties, the first response is often "They need more phonics."
First of all, I am SO seeing this at my school. We had the embarrassing distinction of scoring way low on our mid-year AIMS testing. So we are being asked: what do we do with phonics? How do you teach it? Are you following the basal reader's teacher guide? And we're a grade level that actually helped our school. I feel for some other teachers in our school.
Second, in retrospect, I'm noticing this in one of my lowest readers especially. I was very surprised when this boy didn't move up when I tested his DRA level before Christmas. His reading had been so fluent, I just knew for certain he'd move up, maybe even two levels. But even though he can read pretty well, he isn't comprehending what he's reading.
One thing my textbook says is that proficient readers don't depend on phonics skills; instead they use context. And the reverse is true of struggling readers - they depend almost solely on phonics skills.
What I'm realizing is that I've got to figure out how to encourage my students, especially my struggling students, to think about context - is what they are reading making sense.
I sorta skimmed over the chapter in this book:
that talked about that. Definitely need to go back and highlight some things in there.
So what about you? What do you do to help your struggling readers get past just reading the words? I'm looking for clues :)
I'm sure those kids hear "sound it out" all the time, especially from parents. It's seems to be the only strategy they know. I really try to talk about several strategies, making sure that meaning and structure are highlighted. Does that make sense? Does that sound right? It's not an easy message for some kids to put into practice.
ReplyDelete❀ Tammy
Forever in First
That's a good idea to share strategy ideas with parents - I've not done that, but I've been trying to do a little one page monthly newsletter, so that would definitely be a good thing to add.
DeleteAnd I sure agree - it's not easy for some of our kids!
Sara
I do this when I do my read alouds. I pick books where there are several places where children can easily predict the next word - sometime because of ryhme, more often using meaning. When I get to a spot where I want them to say the next word I simply pause and without fail they blurt it out. Then, and this is important, I make a big deal of them knowing the next word without seeing it. I make it a point to tell them good readers do this whenever they are reading and you can do it! You can also model making reading errors aloud, not using meaning, and see if the kids can call you on it. They will think this is funny, but once again remind them good readers listen to what they are reading and if it doesn't make sense they go back and fix it. I hope this isn't too long of an answer. I've learned a lot the hard way, and feel for my earlier students. Be careful to continue the phonics though. Some kids get really good at reading using meaning and progress through the DRA levels quickly - but it catches up with them in third grade - here they fall down because they can't decode the larger words found in upper level books. Maria
ReplyDeleteMaria - You've got some good ideas here {and No! your reply isn't too long! :)}
DeleteI like how you let them know what they've done with the rhyming words. And I'm sure they get a big laugh out of correcting your errors.
I'm glad you added about continuing phonics - you are right, they need those basic skills to build on to. Thanks for your reply! Sara
I need both books. Thanks for sharing your insights and thoughts. Happy weekend!!
ReplyDeleteAlyce - I would recommend "Catching Readers." The linguistic book is definitely a college textbook with lots of academic reading going on that I don't know that I'll ever use. It's just interesting to connect that to the first book.
DeleteSara