One thing comes to mind, and someone may have mentioned this already, but for 
reading aloud practice I would be sure to give her text that was easy, at least 
a few levels below her independent reading level.  Repeated oral readings of 
easy text might help her. 

--- On Wed, 4/8/09, Jennifer Olimpieri <ojen...@sbcglobal.net> wrote:

From: Jennifer Olimpieri <ojen...@sbcglobal.net>
Subject: Re: [MOSAIC] Fluency Question
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<mosaic@literacyworkshop.org>
Date: Wednesday, April 8, 2009, 12:25 PM

I have a student that reads well silently, her comprehension is fabulous, 
higher order thinker. However, when she reads orally, it is very choppy. I 
happen to be friends with her mother and she is frustrated because she has 
addressed this issue for the last couple of years and basically the school 
isn't doing anything anymore. The child is currently in fourth grade, received 
small group instruction is 2nd and 3rd grades and her mother also paid for her 
to have vision therapy. Nothing seems to help improve her fluency since it is 
not impacting her comprehension. Can anyone give me some suggestions on how 
I may help this child.  

--- On Tue, 4/7/09, Jennifer Hartkopf <jen7182...@yahoo.com> wrote:

From: Jennifer Hartkopf <jen7182...@yahoo.com>
Subject: [MOSAIC] Reading Comprehension
To: mosaic@literacyworkshop.org
Date: Tuesday, April 7, 2009, 10:27 AM

Hi! My name is Jennifer and I am currently a student at Wayne State University.
 I recently read an article that I found to be true in the class that I did my
pre-student teaching.  A lot of students would read with fairly good fluency,
but when confronted with comprehension and critical thinking questions they were
unable to participate.  Is this a problem in other classes and are there
strategies/activities to try to overcome this?  I would like to have strong
readers as well as strong comprehenders in my classroom.

Thanks!

Jennifer Hartkopf


      

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