Part of the problem is not how well they read ORALLY, but how they read in their heads. I've been keeping data for years and I find that the ones who can't comprehend well, but read aloud well, read SLOWER in their heads. The ones who can't read fluently out loud and comprehend it, read as slowly in their heads as they do orally. Doing time drills where they silently read helps....had one kid this year go from about 100 words a minute to 300 a minute and went from late 2nd grade level to almost 6th. He still reads aloud slowly, but in his head he's a reading maniac! (Had 156 AR points last 9 weeks!)
Bill ----- Original Message ----- From: "Laura Cannon" <[EMAIL PROTECTED]> To: "'Mosaic: A Reading Comprehension Strategies Email Group'" <mosaic@literacyworkshop.org> Sent: Saturday, May 19, 2007 12:44 AM Subject: [MOSAIC] fluency > > > I think that each teacher really just needs to know his/her students and > then determine if fluency is going to determine instructional or > independent > levels. > > > > I agree completely with this-some children will never read fluently orally > but their comprehension is good. I think comprehension is the most > important factor in determining reading level. The other extreme is very > fluent readers whose comprehension is minimal. > > Laura C > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
