My LP student used substitution as a method for guessing a few bigger words he wasn't familiar with, as well. He basically took the sound of the first letter or syllable and guessed a word he thought might fit within the context. My student, however, struggled a slight amount with comprehension when I wasn't asking him questions
It sounds like your student tried to associate the pictures with the words to give meaning. I found my student doing the same as well, if she was unfamiliar with the book, she would tend to spend more time with the pictures and then reading. I also thought it was interesting that my student did not substitute, but tried to pronounce the large/difficult words. I remember her trying to pronounce "parlor", every time she read the word it was sounded out a little differently.
The fact that the student spent more time trying to pronounce the words leaves me with many questions related to why the reader does that. Is it because the classroom teacher emphasizes saying every word correctly? Is it because the student tends toward getting everything right? Is it because the reader doesn't have other strategies? An so on. . . These are the questions we get to answer about our future students.
Jessie, It sounds like you are really enjoying learning about the running records and that you know a lot about helping young children read too. How old is your LP student? It's great that he was able to read fast and comprehend well, and learn a new word along the way! What does he enjoy reading?
He is 5, and his interests seem a little scattered, one day he likes books about bugs another day he likes the kids national geographic magazine (but that is a bit above his level). So I guess he likes lots of things...
Jessie,
ReplyDeleteMy LP student used substitution as a method for guessing a few bigger words he wasn't familiar with, as well. He basically took the sound of the first letter or syllable and guessed a word he thought might fit within the context. My student, however, struggled a slight amount with comprehension when I wasn't asking him questions
Jessie,
ReplyDeleteIt sounds like your student tried to associate the pictures with the words to give meaning. I found my student doing the same as well, if she was unfamiliar with the book, she would tend to spend more time with the pictures and then reading. I also thought it was interesting that my student did not substitute, but tried to pronounce the large/difficult words. I remember her trying to pronounce "parlor", every time she read the word it was sounded out a little differently.
The fact that the student spent more time trying to pronounce the words leaves me with many questions related to why the reader does that. Is it because the classroom teacher emphasizes saying every word correctly? Is it because the student tends toward getting everything right? Is it because the reader doesn't have other strategies? An so on. . . These are the questions we get to answer about our future students.
DeleteJessie, It sounds like you are really enjoying learning about the running records and that you know a lot about helping young children read too. How old is your LP student? It's great that he was able to read fast and comprehend well, and learn a new word along the way! What does he enjoy reading?
ReplyDeleteHe is 5, and his interests seem a little scattered, one day he likes books about bugs another day he likes the kids national geographic magazine (but that is a bit above his level). So I guess he likes lots of things...
ReplyDelete