Dialect Based Miscues
I believe that these child's miscues are evidence of a proficient reader. I believe this because they are getting most of the words in the phrases correct. The only words that are missing are sight words or words that influence the grammar of the phrase. A child who reads with these miscues would most likely still gain meaning from the text.
If I were teaching a child who made these miscues I would wait until they were finished reading to start assisting them. Also, before I assisted them I would check to see what meaning they had gotten from the text. If they had gotten the meaning, I would simply tell them what errors they made and be sure to praise them for what they had gotten correct. If they had not gotten the meaning I would review the sight words or grammar cues with them so that they could try again and hopefully gain meaning on the next try. It is important to note too, that when assisting a child with reading it needs to be handled based on the situation and on the individual child. A strategy that works for one, might not work for all and vice versa.
It is so interesting to see your point of view as this being a proficient reader. I saw this child as am emerging reader, but I can see your points as well now too. I think all children require different needs, which is why I think assisting them after they have read the text is more beneficial. Stopping in the middle of passages to me hinders them from being able to gain meaning from the text. I can see how this would be a proficient reader now as most of the miscues were sight words and grammatical errors. I did not pick up on this when I read this and interpreted my response. So interesting to see the different view. I think this is what makes teaching so fun because of all the dynamics and differences in teachers and students.
ReplyDeleteI felt the same way as I was reading the miscues of this student. I felt that they were a proficent reader as the way they read did not hinder the outcome of the sentence. I did say that as far as instruction I would most likely not do much. I feel that the use of dialect changes with age and students will become aware of when is the right time to speak using a dialect and when it is the wrong time. The one thing I might to do help the student is to have them try to reread the sentences using the correct wording just see if they are able to read using correct grammer and their own dialect. If they were successful, I would know that they have a deep understanding of what they read and the reading process.
ReplyDeleteI like how you said you would praise the child but point out their mistakes. This is what I would normally do in a situation like this, but after reading the text, it made me feel like I shouldn't correct them.
ReplyDeleteI like Shawnee's comment of how she would have the student reread the text and help them use the correct wording. I think this would be a great idea just to ensure the student is truly understanding the text. Great idea!