Hi Susan, I evaluated the student using the QRI-5. The word lists indicated that she was capable of reading independently at grade level 4, but comprehension analysis of the passages showed that to be instructional at best. She performed best with a familiar narrative. Interestingly, an expository passage at grade level 3 came in at the frustration level. She doesn't seem to have difficulty with accuracy or automaticity.
Across the board she was better able to answer explicit questions than implicit, but only just. In regard to the familiar text some of her answers could not be used because they were from prior knowledge and not within the text. She also was very, very reluctant to look back. None of her answers changed with a look-back. She glanced at the text for a moment and then said she had nothing to add. I know that's not a trait exclusive to children working with ADHD! Yes, she chose the book and is really into it. We just started working together last week. We took turns reading; she has some brief journaling assignments due for me today. I like the idea of having her jot down key ideas or sketching while I read. I have some webs that we can use for visualizing main ideas v details too. Thanks for your advice! Meghan On Sun, Jul 1, 2012 at 11:04 AM, Susan <soozq55...@aol.com> wrote: > Hi, > My first thought is what is this child's reading level? Did she choose the > book and is she really into it? Can she tell you the basic literary elements > from the story so far? Could you take turns reading but while you are reading > she could jot down key ideas or sketch a picture of her mental images and the > label them later on as you discuss the chapter. > > Some students that I have had with ADHD come and go in and out with their > attention so even though they seem to be attentive to what they are reading, > they have no visualization going on. Because of this they can't even tell you > the main idea of a chapter so no way they would get the main idea of the > entire long book like the Lightning Thief. Can she distinguish between main > idea and supporting details? > > Maybe you could use some shorter texts to find out what her strengths and > weaknesses are and then you could take it from there. > > Sue Moore > > > On Jul 1, 2012, at 9:23 AM, Meghan Formel <meghan.for...@gmail.com> wrote: > >> Good Morning! I'm tutoring an incoming 4th grader this summer, with a >> primary focus on teaching reading comprehension skills (Mosaic). We're >> reading Book 1 of The Lightning Thief (an option for her school's >> summer reading.) The student has been diagnosed with ADHD and seems to >> be predominantly inattentive. I'm using techniques like keep >> information down to essentials, taking frequent breaks and >> comprehension checks while reading, asking her to repeat back >> instructions, positive reinforcement, redirection, and visual aids. >> >> I'm a new teacher, and I'm very interested in hearing what other >> teachers' experiences have been in reading comprehension with this >> population of learners. What worked? What didn't work? >> >> Thanks! >> Meghan Formel >> >> _______________________________________________ >> 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 > _______________________________________________ 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
