Module 2: Instructional Challenge

Take a look at the following examples of children's dialect-based miscues while reading and the difference between the child's original response (OR) and expected reponse (ER). Then answer the questions that follow.

OR: It my little monkey here.	ER: Is my little monkey here?
OR: We got to tell.	ER: We've got to tell.
OR: Frog look at Toad calendar.	ER: Frog looked at Toad's calendar.
OR: A word what sounded good.	ER: A word that sounded good.
OR: hisself	ER: himself
OR: I can come to your party?	ER: Can I come to your party?

Are these children's miscues evidence of proficient or non-proficient reading?� Explain. If you were teaching children who made these miscues, what, if any, assistance or teaching would you offer? Post your thoughts to your blog. Name this blog posting "Module 2: Instructional Challenge."

   

I feel that the evidence shows the miscues of the reader. The different examples all show examples of a proficient  reader because they can subconsciously move from one word and look head to the the other words and mispronounce the word they are reading. Proficient readers  tend to make the majority of their miscues in basic words because of their natural instinct to predict upcoming words as Weave wrote in the book "When reading aloud, our understanding is usually ahead of our voice" (Weaver,76). This is very true.

The rest of the examples are from proficient readers as well, because it shows that the student home or personal life has a big impact or the dialect from the student.As the chart says they leave off the simple ending sounds. Example in the 2nd box shows the student leaves of the letter s. However eve though the wording was changed it still shows that the students understood what they were reading. A students dialect can be an effect of reading but it doesn't alway hinder what the student is understanding or comprehending. 

 If I had the problem with in my classroom, I don't think the students would need extra practice. If the student is unable to tell me what they are reading about then I would work with them but as Weaver wrote about what the Goodmans discovered in the 1970s "no evidence that inability to cope with Book English is a general problem for any group.  The students dialect or inter language influence was evident in their reading, but it is not itself a barrier to comprehension (Goodman pg 3-22) (Weaver, 76)

 I found that very intrepid because they harp on fry words and different pronouncing f words where I teach and if it doesn't effect their comprehension then a lot of time is wasted. 

References:

Weaver, C. (2002). Reading process and practice.