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By Jean Rattigan-Rohr (auth.), Jean Rattigan-Rohr (eds.)
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Extra info for It Takes a Village: A Collaborative Assault on the Struggling Reader Dilemma
Sample text
Though he came to us because of weak comprehension and a failing score of “1” on his previous end-of-grade tests we found he had little difficulty comprehending the basketball books he chose to read. As such, he had absolutely no problem answering main idea, inference and prediction questions that were asked of him during his reading of any of his basketball-related narratives. However, he struggled mightily with the same types of questions when the topics turned to the social studies texts he brought to us from school.
I will w wear it to tap p. 34 THE METHODS – THE 5 COMPON NENTS OF READ DING I put my caap on myy head as I wait fo or Ned. I wish myy cap was red. 35 CHAPTER R4 I keep k my cap with h me. I like to hid de it in a tree. I hide h it likke this, see. 36 THE METHODS – THE 5 COMPON NENTS OF READ DING In n class, my m teach her, Ms. De ees, lets me put my cap on n my kne ees when n I write myy ones, my m twos,, and myy threes. 37 CHAPTER R4 My cap allways staays on M m head when I go my g to be ed with my budd dy Ted.
Phonemic awareness activities were limited with respect to the time spent on their development, as preservice teachers quickly moved from teaching phonemic awareness activities to linking such activities to letters as children prepared to read. I DON’T EVEN GET THIS PHONICS STUFF MOST OF THE TIME, SO HOW DO YOU EXPECT ME TO TEACH IT WELL? Teaching reading is a multifaceted task, and one that is made even more complex because readers must learn several discrete and related skills all at once (Damar, 2007; Moats, 2000).