There are many characteristics that can be associated with being a Level E reader. By being at the Level E area, Shelia should be able to think within the text itself. By thinking within the text you should be able to take apart compound words to solve them when struggling. Not only that but she should also be able to reread the sentence or beginning of a phrase to problem solve, self correct, or confirm. Readers at the Level E should also be capable of using what is known about a word to solve an unknown word while reading. Level E readers need to be able to notice details in pictures and use information to understand the text a little better. Readers at this level need to also be able to notice series of events in order and then link them to better understand the text. Not only do you need to think within the text but, Level E readers need to think beyond the text. Some characteristics would be like making connections, synthesizing, and inferring about the text. For example, Level E readers need to make and discuss connections between texts and readers personal experiences. Readers also need to be able to identify what they already know that is relative to information in the text. Finally, they also need to infer causes and effects as they are implied in the text. …show more content…
However, Level E readers also need to think about the text after they read it. Readers need to use analyzing and critiquing skills to think about the text that they just read. They need to recognize the genre and if it is a non-fiction or fiction text. They also need to share opinions about the text as a whole group such as the beginning, characters and ending. Shelia’s accuracy rate is at a 94% for the book titled Catch That Frog.
With Shelia being at a 94% accuracy rate this would but this text at an instructional level for Shelia. Most of Shelia’s errors were a variety of meaning, syntax and visual errors. Shelia also self corrected herself several times throughout her reading as she was a slower reader than most. At some points throughout the passage she was also seen phrasing out unfamiliar words at some points throughout. Shelia is able to monitor her own reading at some points, however her main errors were pronouncing, “Carol” as “Carl.” These errors are common for both the meaning and visual aspect of trying to understand
words. Shelia’s fluency rate is varying according to the Six Dimensions Fluency Rubric. For the first dimension I would say that Shelia would be a two in this category. She sometimes uses the appropriate pausing after punctuation and also reflects after she reads some of the text. For the second dimension I would say Shelia would be a two because she reads with the appropriate phrasing. The third dimension I would rate her at a one because she sometimes would stress a lot of words and sometimes she wouldn’t. Dimension four I would give her a two because her tone and pitch would sometimes change with the different words that she would read. In dimension five I would give her a two because the rate of her reading was typically at a steady rate. Dimension six I would rate Shelia at a one because, at some points she was fluent but then at the same time she also struggled and was not a fluent reader. Overall I would rate Shelia at a two and that she needs some prompting and reinforcing. I feel that if she could just understand how to sound out letters and be confident in her reading she would become a fluent reader. In the comprehension aspect of things, I honestly feel that Shelia was doing very well with that part. For example she substituted carrot for cart, which could be an honest mistake because they were at the grocery store. I feel that she comprehended the story very well and all her errors were just simple errors. I feel overall that Shelia just needs to learn to read more fluently and use pictures and things to help her read what is on the page. By using clues on the page it could help her become a better reader immensely. I would focus on teaching Shelia to sound out words to be able to correctly read what is on the page. If she was taught to sound out words she could easily become a fluent reader than her current level. This will also help her become a faster reader and could help correct mistakes that could happen while she was reading. I would suggest a Level C text for continuing instruction for Shelia. I say this because, she uses known words to make connections and solve unfamiliar words. Level C readers also reread the sentence to problem solve, self-correct, and or confirm when struggling throughout texts. Shelia slows down to problem solve words and resume reading with momentum which is also what Level C readers do. Shelia maintains the fluency that she does have by reflecting language syntax by putting words together in phrases much as Level C readers do. So rather than giving Shelia Level E texts to read I would now try a Level C text to further instruction.
reader is reading literature that they can relate to. An example of this is coming of age stories.
To understand the reading one, have to understand and be able to identify the themes emphasized in the book. One of the main
If you take the time to think about it, the average reading level is about 8.5. The average point level for a book is about the same, 8.5. The average person reads about two pages per minute, and the average number of pages for an 8 point book is about 300 to 350.
They have begun to develop sound-symbol understanding to speak the written words (Reading map of development, 2013), this is demonstrated by their ability to point at the word they are reading. The child is beginning to understand the book and its meaning, however fluency is not yet developed and several semantic mistakes were made. They display a good understanding of a graphonic cue and can do this mostly without prompt from the parent. Visual/pictorial cue can be achieved with prompt from the parent, the child is beginning to gain an understanding of how the pictures can match the text and this with more prompting should become an automatic cue. Vocabulary is still limited however it is expanding through their continued reading (Reading map of development, 2013). They know and understand that books are read from left to right and top to bottom. They also know how to ask for assistance when they get stuck on difficult
Reading comprehension is a skill that has to be learned by most of the population. This includes adults that have been reading for many years. There is a difference between reading and reading comprehension. Read is defined as, “to look at and understand the meaning of letters, words, or symbols” (Read, 2014). Comprehension is defined as, “the act or action of grasping with intellect” (Comprehension, 2014). Even as an adult, people may have difficulties with reading comprehension. There can be visual learning disorders such as dyslexia. There are many learning techniques and strategies that can negate or even overcome these visual learning disorders. This paper will discuss a few techniques and strategies that when used can improve reading comprehension such as vocabulary building, effective reading, and reading strategies. With these techniques the road block of dyslexia may no longer be an issue.
I am really in shock of the different levels I keep seeing being brought forward after my studies. I would like to read it again in its entirety after this class and really formulate a more diverse understanding in applying more theories. I do know that now, when I read a text it will become easier for me to comprehend and explain deeper meaning and ambiguities, as my youngest is still interested in me reading to him and does ask many questions the texts raises, Mostly from the “Diary of a Wimpy Kid” series at this point, in regards to bodily functions, but I am prepared more so now than before in how to engage reader responses and other approaches that he and I can explore together with a better grasp on where an author is coming from and see stories in a whole new light.
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
motivational force, audience, purpose, persona- how the author wants to be perceived as, and tone. I always have a hard time identifying this plus a harder time trying to read. I'm unable to stay focus while reading a passage. My mind becomes a blank with no
Reading involves translating symbols and letters into words or sentences. Anderson defines reading as a process of constructing meaning from a written text. We indulge in reading for many different purposes, be it survival, leisure or occupational. In a way, reading serves as a kind communication between the writer and the reader. The writer encodes what he or she wishes to convey while the reader decodes according to his or her own perception. Johnson quotes “A young man should read five hours in a day, and so may acquire a great deal of knowledge.”
Last is Frustration Level, at this level the reading material is much too difficult for the student. The student is frustrated by either word recognition or comprehension or even both. The students Word Recognition at this level is below 92% and Comprehension is below 70%. Material at this reading level should be avoided.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
5. Silva, M., & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal Of Educational Psychology, 107(2), 321-331.
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read
Access to information is made easy through the many journals and magazines available on a multitude of topics. Also there is prosperity of information on the World Wide Web (the Internet) which is available for access by users. Whereas information availability and access is increasing, most people discover that they have less time to read the material they require, or are interested in .As your reading speed skills improve; you will be able to read more materials in the same time and as a result can focus further on important details in the reading materials. Reading speed is a significant feature in teaching reading because only skilled readers can quickly and easily get familiar with the words of a text. Becoming familiar with words in the text should be an automatic and unconscious process without applying effort. Therefore there are some reasons that encourage the learners to increase their reading speed like: Achieving higher efficiency; saving time (Garaibah, 2003); reading with pleasure (Bergquist, 1984); providing the reader with a variety of updated reading materials; increasing the speed of comprehension because the reader can extract meaning from