Introduction
Reading
comprehension is the most importance aspect of literacy for ELL. Students who cannot comprehend reading or
listening will be unable to succeed and will remain in the emergent literacy
phase in the classroom and out of the classroom. To determine our student’s ability to comprehend,
we used the Informal Reading Inventory.
The Informal Reading Inventory (IRI) analyzes the student’s ability to
read in each of the linguistic areas through analyzing the miscues during the
oral reading of a passages or passages.
After analyzing the data, his instructional level was PP and his frustration
level was P. This is below grade level
and was because he missed many comprehension questions. Our student struggled
to understand the questions and decode the information in the reading. He
needed questions repeated and due to his inability to decode while reading
orally, he scored low on comprehension (second passage scored a 25%). We concluded our student needed to work on
his comprehension, writing skills, and oral language acquisition.
Strategies:
- Language Experience Approach: According to research “Background knowledge is pertinent to the text being read.” (Peregory and Boye, 2008) We wanted to give our student the chance to use his prior and background knowledge to demonstrate his writing and oral reading proficiency. With the language experience approach, he can tap into his own personal interest and background knowledge. Stories are written down word for word as they are told and then read back to others orally. We believe this will help his improve his writing skills oral skills because when reading out loud it requires minimal decoding skills. This gives him the chance to experience the success of independent reading and writing.
- Directed Think Aloud: Think Alouds are great learning tools to teach students how to think about a text and the process involved with comprehending what they read. The teacher reads out loud and then models exactly the thought process used to comprehend or think about what is being read. In a think aloud, reading skills such as inferencing, attention to detail, metacognition, are all addressed. We thought this would benefit because he scored low on the comprehension despite having higher scores in the oral reading. This means he is reading, but not understanding what is being read. A think aloud would teach him how to engage with the text.
- Story Map: Included in our lesson plan was a story map, but we suggest using story maps when reading most texts for Student M. “Story mapping is an example of a scaffold because it helps students use story grammar or the basic structure of a story for comprehending and composing stories.” (Peregoy and Boye, 2008) The area that he struggled the most was comprehension of the passage, so a story map would help organize the main ideas of the story, the problem, the setting, details, etc. Story mapping paired with drawings to help students convey meaning is also a strategy that can benefit emergent readers who are still struggling to express themselves. We want to allow for Student M to express himself in numerous ways to show he fully comprehends. Also, story mapping involves students sharing their opinions about the story and through comparing them to others, he can practice his oral reading skills.
- Graphic Organizer: Our student struggled with the comprehension area of inferencing and prediction. The concent of the reading was not interpreted in the appropriate way, therefore his inferenes were incorrect. A graphic organizer to help categorize ideas would benefit him. It would teach him the correct sequence of inferencing and how to support his inferences.
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