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Reading Assessment: Examples of Strategies for Correcting Errors

 

Doesn't know sight words:

Graphophonic Errors:

Structural Analysis (using word structure or word parts to determine the pronunciation and meaning of unknown words)

Semantic Analysis (using context):

Improving ability in oral reading

Repeats words, phrases, or sentences

Waits to be told unknown words:

Produces a nonword or omits unknown words

Substitutes words that make sense

Habitually tries to sound out unknown words

Ignores or adds punctuation or uses inappropriate intonation

Overrelies on context

Tape record the student's reading, listen to it, and mark miscues. Then review the selected miscues with the student and discuss how meaning is changed even though the miscue may make sense in the sentence. Model how graphic cues can be used along with the context to determine the actual word used by the author.

  • She quickly (quietly) dashed down the hall.

  • The soft buzz of the computer relaxed (perplexed) Anthony.

Present sentences where the student can make initial predictions of a
missing word. Then provide a series of graphic cues to help the student
correctly identify the missing word.

  • I must put the ______ away.

  • I must put the d_____ away.

  • I must put the de_______ away.

  • I must put the decor____ away.

  • I must put the decorations away.

Oral reading lacks fluency (reads word for word)

Engage students in reader's theatre and echo reading, have the student echo your phrasing and expression from a book.

Older students read "easy" books to younger children. Practice sessions can include taping and evaluating the fluency and expression.

 

 

 

Thanks to all the great teachers on the MC-GEN-NBC yahoo group for these great suggestions!