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SUMMARY OF CHAPTERS 20-29:

Locating and Correcting Reading

Difficulties

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Chapter 20: Voicing, Lip Movements, Finger Pointing, and Head Movements

Recognized by:

When reading silently, there is visible lip movements are voicing out of the text When reading orally or silently, student points to words with his fingers or moves his

head while reading

Discussion:

The student continually voices or moves his lips while reading Will not probably gain enough reading speed Often it can be detected, but the easiest way to know is to ask them Very slow silent reading is a sign that a student may be voicing words, but is not enough

evidence Is often an indication that the reading material is too difficult Easier reading materials will help you determine whether it is by habit or it indicates that

the student is reading at his frustration level Can interfere with comprehension Normal for beginning or remedial readers

CHAPTER 21: Word Meaning/ Vocabulary Knowledge Inadequate

Recognized by:

the student does not understand the meaning of words commonly understood by students of her age level

may be reflected in poor test performance and vocabulary knowledge reduced reading comprehension

Discussion:

there’s a strong relationship between vocabulary knowledge and comprehension stages of vocabulary knowledge

o no recognition of word

o has heard of the word

o recognizes the word in context

o knows well the meaning of the word in the context the word appears

o knows the multiple meaning of the word

CHAPTER 22: Comprehension Inadequate

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Recognized by:

unable to answer questions about the subject matter unable to retell what he has read

Discussion:

the meaning gained from what is written in the text three methods

o bottom-up

o top-down

o interactive

Factors that affect comprehensiono Reader’s knowledge

o Reader’s interest

o Reader’s purpose

o Reader’s ability

Comprehension subskillso Develop mental images

o Recognize main ideas

o Recognize important details

o Follow directions

o Predict outcomes

o Recognize the author’s organization

o Read critically

Assessing Comprehension Abilityo Written works, ability to answer questions, and participations in discussion

o Standardized tests in field of reading: vocabulary and comprehension

GAME:

Material: Short Story, KWL Chart

Procedure:

1. Give them key words from the text2. Make them fill up the ‘What I Know’ column3. Then the ‘What I Want to Know’ column4. Give the reading materials to the students5. Give them time to read6. After reading ask them, to fill up the last column ‘What I Learned’

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CHAPTER 23: Low Rate of Speed

Recognized by:

Unable to read as many words per minute as would be a normal student her age on a certain reading material

Discussion:

Harris and Sipay (1990) reported the median reading rates for students as determined by several different standardized reading tests

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Average

Grade Level Median Reading Rate

2 86

3 116

4 155

5 177

6 206

7 215

8 237

9 252

12 251

Speed of reading is an important component of reading fluency

CHAPTER 24: Inability to Adjust Reading Rate

Recognized by:

The student reads at the same rate regardless of the type of material

Discussion:

Many people are in the habit of reading all kinds of material at one speed Read slowly on more difficult materials Determine whether the reader is reading at the same speed through a speed test

Reading Rates of Skilled Readers

Difficult Material Easy Material Skimming

Speed 200-300 WPM 250-500 WPM 800 +WPM

Comprehension 80-90% 70% 50%

CHAPTER 25: High Rate of Reading at the Expense of Accuracy

Recognized by:

Student reads quickly, but with poor recall

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Discussion:

Reading at a high rate of speed is desirable at times Many students are not able to adjust their reading rate downward as the reading material

difficult Occasional student in the lower elementary grades who reads at a rate that impairs

accuracy

Game:

Materials: show-boards markers

Procedure:

1. The teacher groups her students into two2. The teacher will then give them show-boards and markers3. The teacher will ask the students comprehension questions from the text they were

presented during the activity4. The students will raise to write and present their answer in the show-boards5. The first to get a certain score is the winner.

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Chapter 26: Inability to Skim or Scan

Recognized by:

unable to get the general understanding of the reading material through rapid, superficial reading (skimming) or too find specific information (scanning)

Discussion

Skimming and scanning are reading strategies to accomplish specific objectives Can be an effective way for students to preview reading materials that they need to

carefully read later Scanning requires less comprehension

CHAPTER 27: Inability to Locate Information

Recognized by:

Students is unable to locate information on the World Wide Web, encyclopedias, card catalog or computer files in the library, almanacs, atlases, and other sources

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Discussion:

Almost a necessity for students in the intermediate grades and up to be able to use some of the sources of information listed

Teacher can locate the types of difficulties through questioning

CHAPTER 28: Undeveloped Dictionary Skills

Recognized by:

unable to locate words in the dictionary, use diacritical markings in determining the pronunciation of words, or find the proper meaning of words or find

Discussion:

students needs to be proficient in a number of other dictionary skills in order to make the dictionary a useful tool.

Dictionary can be useful tool for independent word analysis Skills students should learn

o Use of guide words

o Use of accents

o Use of syllabication

o Interpreting phonetic respellings

o Using cross-references

o Determining plurals

o Determining parts of speech

o Determining verb tense

CHAPTER 29: Written Recall limited by Spelling Skill

Recognized by:

Unable to spell enough words correctly when engaging in purposeful writing

Discussion:

Reading ability is far more important and may be enhanced through teaching generalizations

Student knows the sounds of the word but do not know how to write the appropriate symbol

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symbols sounds Meaningful sounds

The highest frequency words counts for 60%,, and 1000 words make up nearly 90% of the words make up nearly 90% of the words used in daily writing. Yet spelling programs may present students with more than 10,000 words. (Sitton, 1990)

There is reasonably high correlation between reading and spelling ability Suggestions based on research:

o Not helpful to group and teach words based on phonic generalizations

o Not helpful to teach students to spell words that are newly introduced

o Not helpful to teach too many spelling rules

o Not helpful to color-code parts of words

o Not helpful to spell orally

o Helpful to teach words students knew the meaning of

o Better to teach the whole word by than by parts

o Helpful to write the words frequently

o Teach spelling rules that are more applicable to a lot of words

o Best to have students use modalities

Game:

1. The teacher will group the students into two.2. For each round a student will represent their group.3. The teacher will read a sentence, and repeat a certain word that is part of the sentence

twice.4. The game will go on until all member of the group had the chance to participate.5. The group that have the most points wins the game.

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REFERENCE:

Shanker, James L. & Ekwall, Eldon E., Published: (2003), Locating and correcting reading difficulties 8th Edition., New Jersey: Pearson Education, Incorporated.

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