Reading Connections by Kamei-Hannan Cheryl;Ricci Leila Ansari;
Author:Kamei-Hannan, Cheryl;Ricci, Leila Ansari;
Language: eng
Format: epub
Publisher: American Foundation for the Blind Press
Christopher would benefit from explicit instruction to build his background knowledge, including teaching of visual and abstract concepts, use of realia, hands-on learning with three-dimensional representations, and encouraging Christopherâs active participation in the lessons. In addition, strategies such as previewing academic vocabulary, developing and activating prior knowledge, using frequent comprehension checks, and reinforcing instruction with ample repetition can further enhance Christopherâs reading program.
Mr. Taylor uses various assessments to ensure a complete overview of Christopherâs reading performance. In a fluency assessment, Christopher reads at 98 correct words per minute (cwpm), below grade level. In addition, Christopherâs reading lacks prosody; he reads without expression and at times ignores punctuation, running the sentences together and using inappropriate phrasing.
A miscue analysis of Christopherâs oral reading shows that repetitions, omissions, and substitutions are the types of errors he makes most often. Christopher tends to repeat words in a sentence, especially at the beginning. All of the miscues were grammatically unacceptable and significantly changed the meaning of the sentence. In addition, when Christopher was asked to retell what happened in a story, he was able to explain the main idea of the story but not many details. He also recounted some events out of sequence. Reading comprehension is an evident area of need for Christopher.
Christopher uses a large vocabulary when conversing, but he struggles with many context-specific words used in his classes. Conceptual development and academic vocabulary are likely affected by his visual impairment and the fact that he is an English language learner.
On a survey of reading interests, Christopher states that he does not like to read. He admits that he does not read unless he âhas toâ and does not remember the last book he read for enjoyment. He does not consider himself a good reader and is reluctant to read aloud in class.
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Behavioral Disorders | Communicative Disorders |
Gifted Students | Inclusive Education |
Learning Disabled | Mentally Disabled |
Physically Disabled |
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