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?
Marcus’s miscues demonstrate that he is lacking in fluency and is not a proficient reader. The miscues he makes are not syntactically or semantically acceptable because when he reads he does not comprehend. I think previewing the book by reading the title, looking at the pictures, pointing out the characters, would help Marcus learn more about what the book is going to be about and may lead to less miscues. Also buddy reading or reading with a partner would help Marcus in that the partners can discuss the meaning from the text and compare each other’s ideas. I also think that Marcus could benefit from listening to books on recording. He can hear the correct grammar and pronunciation of the word comparing his miscues to the actual words in the text.
Megan,
ReplyDeleteI too listed previewing, buddy reading, and books on tape as possible strategies to help Marcus. I always had my students take a picture walk and make predictions before reading. We would then record them on Post-It notes and relook at them afterwards to see who was the closest.