---- Beverlee Paul <[EMAIL PROTECTED]> wrote: > It's hard to sell the "inadvertant message" idea if we're listening to them > read with a stopwatch in our hand. Grrrr. > That is sort of where my theory arose. I noticed when I stopped doing fluency timings and starting focusing on enjoying the book, talking about what is happening, etc, students began to talk about comprehension and to enjoy reading. I had one struggling student who took a great leap in fluency after six months of NOT reading aloud or doing any timings...Sometimes, I suspect, our over-emphasis (or even small emphasis) on timing reading and reading aloud can mislead student priorities. The reason I theorize basals and such (testing probably) have lead primary classes into inadvertantly creating word callers is that I have had more word callers in my upper grade classes in the last few years as testing and fluency has grown in emphasis. Plus, it seems like I am having to work much harder to get children to LIKE books than I have in the past. It could be just my school though.
:)Bonita _______________________________________________ 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.
