Module 3: Mock Memo from a Reading Specialist

From the Desk of the School Reading Specialist:

 Dear Erica’s Teacher,

Thank you for expressing your concerns to me about Erica and some of her fifth-grade classmates. After reviewing the information presented to me, that Erica reads quickly but requires retelling assistance and that her classmates share similar characteristics, I want to extend my possible explanation for what I think is happening and offer advice or assistance.

While Erica and her classmates may read well above the grade level fluency norms, that does not necessarily indicate their reading competence. Rather, they may be displaying their abilities to read rapidly and involuntarily. This is what many teachers refer to as “word calling.” Erica’s and her classmates’ issues may stem from reading under pressure, meaning in front of you or in a timed situation. While it seems the identification of words is consistent, the inability to retell or explain what was just read aloud signifies less proficiency in reading for meaning. This is of particular importance, as reading for meaning is the primary focus of literacy.

I do not want you to feel as though this is a direct reflection on you or your reading practices and strategies. With such an unintended drawback of standardized testing pressure surrounding our curriculum (despite our attempts to continue caring for our students via the curriculum and creativity), many students have learned to identify answers quickly in response to end-of-passage activities. The last thing we educators want to occur is a loss of efficacy in our teachers or loss of self-esteem in our students.

Our school has many resources to create a rich variety of literacy activities, and I would be happy to help explain and demonstrate some strategies for you anytime.

Here are some suggested strategies:

-Allow an open classroom environment to allow risk taking and expression of feeling to occur without fear of mockery or judgment.

-Create reading instructional tasks combining fluency and enjoyment of reading.

-Tape record students reading aloud and engage in meaningful independent or group conversation as you play back the recording for your students to hear.

-Point out, ask, and discuss good miscues and good strategies focusing on revaluing the reader.

-Focus on miscue analysis as more a procedure than an all-encompassing assessment.

-To practice retelling, develop more activities for thinking aloud.

-Develop reader profiles for each student (Weaver, 2002, p. 185-211) to gain further knowledge and develop instructional plans.