Marcus is a student who very frequently miscues by substituting words that start with the same letter or first few letters of the word in the text, but his substitutions often are not syntactically or semantically acceptable (they neither sound right grammatically nor make sense). What possible teaching strategies would you suggest to help Marcus?
To help Marcus, I would suggest that the teacher stop and ask him if what he is reading makes sense within the context. He could start making predictions to think of what might possibly come next related to what he has already read. After he continues reading, he should evaluate his predictions to see if they were correct. Weaver (2002) states "When the reader has become successful at this thinking ahead and is clearly trying to make meaning from texts, select instances where prediction plus the initial letters of the word are likely to enable the reader to predict the exact word; look at the rest of the word and confirm. But keep reinforcing the emphasis on meaning first."
It might also be beneficial if Marcus and a partner use the think-aloud strategy while reading a passage to voice their thoughts of what they are reading. The other student would be able to catch Marcus' miscues and get him to stop and think about what he is reading.
No comments:
Post a Comment