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Reading Assessment: Examples of Strategies for Correcting Errors

 

Doesn't know sight words:

• trace words in a colored chalk sand tray, instant pudding, fingerpaints, shaving cream, oobleck, macaroni, rice, dried beans, pipe cleaners, play dough, clay, alphabet pretzels, magnetic letters for kinesthetic learners
• play games: sight words on dice, grab bag game, vocabulary sewing cards, sight word tic tac toe, sight word checkers.

Graphophonic Errors:

• Search for and circle a designated phonic element or elements in a school newspaper, local newspaper, or magazine.
• Place large letters on the floor and have the child "skate" from one to
  another while saying the letter sounds aloud, or have the child stretch a
  rubber band between words.
• Have the child sort small objects by placing each object into a correct box according to the initial sound (middle, ending) of that object.

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

• Make three columns on a sheet of paper and label them prefixes, suffixes, and root words. Have children cut words from the newspaper and paste them into the correct columns.
• Select ten one-syllable words and write the words in a column down the left side of the paper. Have the child think of two-three-and four syllable words that have the same meaning or nearly the same meaning as the
  one syllable root. Have the child work with a partner on this activity.
  join, unite, congregate, affiliate.

Semantic Analysis (using context):

• Print a number of sentences on the board. Each sentence should have an omitted word that could reasonably be replaced by a number of different alternatives. Have a child read the sentence, completing it with one option. Other children in the group can suggest alternative options.
• Place a sentence on the board containing a nonsense word. "I saw a vrtom on the way to school today. Have the child suggest a word that could be used in the sentence. This activity helps the child use both semantic cues and syntactic cues.
• Remind the student to think while reading so that he will stop and reread the material if it is not making sense. This student may view reading as a "word calling" process. Ask questions during the reading to check for comprehension.
• Give the student oral exercises in which he identifies words that do not make sense in the context of the sentence. Discuss why the word does not make sense. Do similar written exercises. I like to drink apples. He set his calendar so he would wake up on time.
• Use small group activities where certain key words are covered. Elicit responses from the group and have children evaluate the responses. The ultimate criterion is "Does the word you suggest make sense in the sentence/paragraph?" Demonstrate how the flow of the story helps the reader to predict certain words. Think aloud so students can "see" you model the process.
• Tape record and listen for meaning noting substitutions that resulted in partial or total loss of meaning.
  
  Rationale: The student needs to see reading as a process of reconstructing meaning. The student needs to be taught to use semantic cues.

Improving ability in oral reading

• Have the child tape his own reading and listen to the tape, monitoring as he follows along with the print.
• Use read-along tapes.
• Practice reading in groups.
• Read aloud often.
• Encourage appropriate expression in reading.

Repeats words, phrases, or sentences

• Sometimes repetitions are because the reading is too difficult. Repetitions may provide additional time to think, but if the repetitions seem to be a habit, have him tape himself and discuss in conference. The student should realize the majority of the repetitions are a habit that generally detracts from effective reading.
• Encourage the student not to repeat or break up the flow when the miscue doesn't significantly alter the meaning (a for the). Have the student follow along as you model the process.

Waits to be told unknown words:

• use context
• look for root words, prefixes, suffixes

Produces a nonword or omits unknown words

• Provide oral and written examples where the student attempts to predict the appropriate word that has been omitted. I will mail the _________.
• Place opaque tape over certain words in the student's reading material that can easily be predicted. Encourage the student to supply a real word that makes sense. Then compare the student's word with the word in the reading material. If the words are different, encourage the student to evaluate his choice in light of the actual word. Help the student transfer this prediction strategy to identifying unknown words when reading by asking questions during the reading, "Does this makes sense? Does that sound like language to you? Why do you think so? What word do you know that begins like ____ and would make sense?
• Rationale: The student must be helped to realize that reading is a meaningful process and words pronounced should make sense. In short, reading should sound like oral language. The goal is to have the reader produce a word that makes sense rather than to omit the word.

Substitutes words that make sense

• Provide exercises that contain substitutions two different readers made in the same sentence. Discuss which substitution appears to be closer to the author's intended meaning.

• Develop lessons where students can discuss the subtle differences in words even though such differences are unlikely to be significant in comprehension. For example the difference between street and road, house and home, little and small.

Habitually tries to sound out unknown words

• Teacher provides words in the student's meaning vocabulary that he is unable to pronounce. Such words can then be put into a context that builds the meaning for the words. Through such exercises the student should realize that meaning can be achieved without always sounding out the words.

• Teach the student a set of strategies for word identification. A book mark could be adapted from the following.

  • What makes sense here?

  • What sound does it start with?

  • Are there root words, prefixes, or suffixes?

  • Keep reading, try to figure it out.

  • Use these last: dictionary, someone's help, skip it

  Show the student that a word in oral language can often be predicted correctly before it is heard. Use this same knowledge in reading. Give examples of sentences with the last word left out. He gave the kitten some _____. Five ______ make a dime.
  
  Rationale: Some students may have been taught that the only appropriate strategy is to sound out words when they are unknown. They may not have been taught strategies that can be applied in such a situation. Needs to learn to use their knowledge of language (syntax) and the value of context (semantic) cues.

Ignores or adds punctuation or uses inappropriate intonation

• Show student examples where punctuation is ignored or substituted. In some cases, meaning may not be disturbed; in other cases a change in meaning may occur. Discuss whether or not the reader should have paid attention to the punctuation.

• Use slash marks to indicate appropriate phrasing (for instance, Bill,/my brother,/has gone away.) Reduce the number of slash marks as the student's phrasing and attention to punctuation improve.

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!