We just cannot ignore WHAT the child is reading. All of your points would vary if the student were reading something at her instructional, independent, or frustration level. If she is reading an appropriate selection for her, then it is much less likely that dysfluency is there. If it is, I would agree with you that it is very important. If someone has her reading something way too hard, then that's another matter. It may appear that fluency is the problem, and that problem is caused by lack of appropriate phonics knowledge/usage, wherein the problem is actually a mismatch of child and materials and there may not be difficulty with fluency at all. I'd also like to remember that fluency is broader than simple speed and accuracy and that's what DIBELS measures and names fluency.
From: [EMAIL PROTECTED]: [EMAIL PROTECTED]: Re: [MOSAIC] phonemic awareness/segmentation help wanted> It seems as though we are confusing the point of this conversation. To teach phonics or not teach phonics is not the real question. The real question is what and how to teach kids who aren't reading well (and reading well includes all 5 components of literacy). While comprehension is obviously the end result, there are many things that go into comprehension and how we get kids there varies with each child. DIBELS gets a pretty rough rap on here and I think it is because it is being considered an assessment rather than a screening. Would you all agree that a student who does perform well on DIBELS is well equipped to move forward in literacy instruction that focuses on deep comprehension? And a student who struggles on part of the DIBELS may need to be considered for further evaluation to determine what would best prepare that student for progress into the area of deep comprehenseion? I think there is a huge difference in looking at DIBELS screening for K-1 students and 2-6 stuents. Once we begin screening for fluency only, the entire focus of interventions changes and it is at that point when I feel the strongest need to identify the causes of fluency difficulties. Fluency is only a symptom of an underlying problem. I have worked with students who totally bomb the fluency screening on the DIBELS but can read and comprehend at a shallow level, but I have rarely seen a student who struggled with fluency be able to reach that deep comprehension we are looing for. They may be able to do it while being guided, but independently it just doesn't happen. They spend too much time and energy getting through the words to be able to synthesize meaning, too. I guess I have to say that, in my opinion, the fluency is still key to comprehension.> Debbie _________________________________________________________________ Windows Live Hotmail is giving away Zunes. Enter for your chance to win. http://www.windowslive-hotmail.com/ZuneADay/?locale=en-US&ocid=TXT_TAGLM_Mobile_Zune_V3 _______________________________________________ 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.
