Module 2: Instructional Challenge

I believe these student’s miscues are evidence of proficient reading. Like in our text we read this week, although there are miscues while reading the text the students did not change the meaning of the passage. The grammar they may be using while reading aloud is incorrect they are still able to comprehend correctly. Our text even says, “A good reader could make as many miscues as a less effective reader, but the use of language cues and reading strategies would most likely be different (Weaver, 2002).” When a student reads many miscues throughout a text a teacher can believe a student may not be a proficient reader, however, if a student is correctly able to comprehend the material miscues are acceptable.

If I were teaching this group of students I would make sure the focus on comprehension. These students made a number of miscues that could lead me to believe they were struggling understanding the massage. I would have the students tell me about the passage they had just read to ensure they were able to take away an understanding since there were so many miscues.

When a student is reading with miscues, I believe it is more important for the student to develop meaning rather than correctly identifying all of the words in a text. Ultimately, I want my students to read words accurately and be able to develop meaning, however, in this stage I would primarily focus on making sure the students are able to comprehend the material.

References:

Weaver, C. (2002). Reading process and practice. Portsmouth, NH: Heinemann.