Reading Response #8

I can remember being a very small child looking through my collection of Disney videotapes and picking up our copy of "Aladdin". Pointing to the swirly-font logo that said "Disney", I said to my mom "That says 'Aladdin'." She corrected me gently. "No, that says 'Disney'. That's a D." I was very confused because I had never seen the letter D printed in such a strange way. I had assumed using context clues (the picture of Aladdin and the Genie on the video cover) that the word was the title of the movie.

My Alphabet Knowledge had not developed far enough yet for me to be able to distinguish letters across varying fonts. In Bear Ch 4, Figure 4.9 shows a number of letter B's, all with different fonts and styles.
Learning the visual features of all the letters of the alphabet and how they can vary depending on upper-case or lower-case, as well and their font or print style is one of the first important skills needed when children are in the emergent stage of learning how to read and learning about phonological awareness.

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When I worked with Reading Partners last spring, one of the things I noticed my tutees doing a lot was substitute words they did not know with similar ones they did know as they read aloud. As it says in DeVries, "children use their knowledge of the syntactic system as they read: They expect that the words they're reading have been strung together into sentences". One exercise I would do with the students was to have them read a short picture book aloud and I would time them. The goal was to have them get better and more confident over multiple readings of the same book. Knowing they were being timed, however, sometimes had a negative effect. I had one second grade boy who often could obviously grasp the meaning of a word but not the spoken pronunciation, so when being timed on his reading aloud, he would always substitute it for a synonym.
While engaged in Guided Reading, whenever he would substitute a word, I would gently correct him with the word that was printed. If he did it again on the next read-through, I would stop him and ask him to think about what word it was. By doing this, I was scaffolding to support him as he practiced reading.

Reading Response #7

The ability to communicate what you're thinking and feeling is such a fundamental aspect of humanity. It is important to help and be patient with children who struggle with communication disorders as they try to express themselves.
One of the things that really stood out to me in this chapter on communication disorders were the ways in which teachers can help students who have trouble communicating. Above all, patience is key. It is important to be encouraging and supportive. Speaking at a moderate pace, not interrupting the student when they are talking, and asking the right type of questions are all important. With questions, it is important to phrase them correctly. Questions with one word answers like yes or no do not give the student an opportunity to exercise using language. However, asking too many questions can also be overwhelming.
Teaching literacy requires a different approach as well. Sometimes the problem is that the student cannot decode what they have read (and translate the words on the page to spoken words). It is important for the teacher and special education staff to work together with the student to help them.
As someone who was typically a fast learning when it came to reading and writing, I remember sometimes getting frustrated when some of my peers would take a long time to read their assigned passage during class read-aloud time. I sometimes even got in trouble for reading ahead of the group and then not knowing where we were when it came time for me to read aloud. As a teacher, I will always have to be mindful and courteous of any potential students I may have with communication disabilities. With an emphasis on early intervention, by the time children reach middle school, the percentage of those with disabilities of this kind is very low. However, I still need to be prepared.

Reading Response #6

Phonological memory, rapid naming, and phonological awareness are important factors in determining a child's reading skills. Development in these areas during middle childhood is all based on memory and - as discussed with Ehri - building a bank or reserve of words you can identify at first sight. By age 8 or 9, you don't have to read the word "cat" and sound it out, you just know it's "cat". Phonological memory goes along with this in the sense that it is the ability to recall that "ph" makes an F sound or that two O's together make an "oo" sound. As children get older, they no longer have to think about this, they just remember it and can apply it to new words. Even if they've never seen the word "philosophy" before, they can at least know that it starts with an F sound.
Phonological awareness is the ability to identify rhymes, alliteration, etc... I noticed when I was a tutor with Reading Partners that many students who were slow readers in other areas were quick to pick up on rhyming words-- both written and said aloud. Seeing "call" and "ball" next to each other was easy for them to notice that both words ended in "-all" and they knew the two words rhymed. My students had more difficulty with phonological memory and rapid naming. Many were a grade or two behind in where their reading level should have been. They could identify very simple monosyllabic words easily, but had difficulty with blended sounds and longer words. Even now with the first and second grade students I teach creative writing to after school, I see many having difficulty with this.

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As an experiment, I decided to take the first paragraph from a paper I wrote in 8th grade and calculate the mean number of words per T-Unit. The following is an actual writing sample of mine from middle school, when I was about a month shy of turning 13 years old:

I want to be a graphic designer, fashion designer, or a webpage designer when I grow up. I like this job because I enjoy working on the computer, and I like to draw and design things all the time. This job also sounds like fun, and I think it pays well, too. If I can’t get that job, then my alternative is becoming a writer. However, graphic designer is my first choice.

 I counted 7 T-Units, and calculated the average to be about 10 words/T-Unit. I noticed that I used adverbial conjuncts and conjunctive links like "and", "however", "also", and "because". There is something about the static quality of the writing, however, that feels very immature - despite my use of these higher-level grammar tools. I was an avid reader in elementary and middle school, and I remember that I often would try to mimic the writing styles in the books I enjoyed.
All I can conclude from this analysis is that this sample is a fairly standard example of the literacy abilities of a middle school student.