Module 3: Mock Memo from a Reading Specialist

     Erica is reading 30% faster than grade level norms, but is unable to comprehend what she has read. This shows that her previous reading education focused on learning word parts instead of the meaning. She also may be reading rapidly due to the stress of standardized testing. Erica may feel the need to read the text quickly due to a limited amount of time allotted. Weaver (2002) states on page 214 "Another way to get through standardized tests rapidly is to identify most of the words automatically and therby read the text "fluently" and quickly. If students haven't been taught other ways of reading efficiently, it is hardly suprising that they would be hampered on standarized tests by not reading rapidly." Erica is reading the text quickly, but is not registering what she is reading.

     The other students are able to read words automatically but are not focusing on what they are reading. They may also be reading through the passages quickly to get them read in a certain amount of time, but are hardly paying attention to what they are reading. They may not have a true understanding of the words and may not realize that many words are used differently depending on the sentence. Some of these words also have different inflections depending on their usage.

     To help Erica, I would suggest using the "think-aloud" strategy. This strategy is used to help students better comprehend what they are reading. To implement this strategy, you choose a text that would be interesting to the students. Read it aloud while the students follow along with a written copy. As you come upon a trouble spot in the passage, stop and think through the difficulty out loud to the students. Continue to do this throughout the rest of the passage. Once you have finished, invite students to offer their thoughts on any difficulties or trouble spots they came across during the reading. Allow students to continue to practice this in pairs. This will force the students to slow down and truly evaluate what they are reading.

I would not classify these students as struggling readers. Even though they are not reading at the same rate as Erica, they are taking their time to comprehend what they are reading. Fluency is important, however it is not as important as comprehension.

References

Weaver, C. (2002). Reading process and practice. Portsmouth, NH: Heinemann Educational Books