Analysis of Reading Strategies in Literacy Assessment Assignment
EDLD 7038 - Leadership for Social Justice
University of Cincinna
Introduction
Learning to read fluently requires the skill to draw on relevant strategies to support both reading
and comprehension of the text. This report will analyse and discuss the processes and strategies
used by a 7 year and 1 month old boy who is reading the text A friend for Max which is a Green
level 1 text.
Analysis
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
Throughout the recording we identified various oral reading behaviours including attending
and searching, self- correcting, cross-checking and confirming (University of Waikato, 2020).
Students that cannot practise the self-correcting strategy while reading have a reduced learning
opportunity for initiating, forming, practicing and refining their set of strategies (Clay, 2016).
The student indicated some ability to self-correct as he read, we know this because at the start
of the story he was able to identify where he made an error, he searched for more information
and attempted to fix it (Reading Rockets, n.d). He also used this strategy again on the third line
of page 2 where he read a big girl when the sentence actually read a big boy. This also
demonstrates some ability to self-monitor and cross-check while reading because he stopped
reading and exercised his strategies to self-correct (reference).
During the story the student struggled to pronounce the word that instead he replaced it with
the word this which shows us that he recognized the initial blend but was unable to use a
segmentation strategy to break up the word and identify the word is (University of Waikato,
2020). He continued reading the story as his replacement word did not alter the comprehension
of the story, so he was unable to identify his error (University of Waikato, 2020).He read aloud
at a slower pace he did follow the cues in the story which shows the student can source syntactic
information and anticipate the organisation of the sentences (University of Waikato, 2020). He
did however make an error on the word I’m instead he replaced it with the word I, he did not
self-correct this error which shows he may lack the confidence to anticipate or identify the
correct grammar (University of Waikato, 2020). Understanding the proper use of grammar not
only supports children to read and understand written material, it also helps them to
communicate more clearly (Math Genie, 2018).
At one stage the student struggled to read the word called and attempted to sound out the initial
letter before drawing on prior knowledge and having a guess and replacing it with the word
coming (University of Waikato, 2020). ‘Word Guessing’ involves students looking at the few
letters of a word and guessing the rest, which is a result of the student not processing print
phonetically (Gagen, 2007). Sometimes students can make a guess based off of the illustrations
or known words in the story (Gagen, 2007). The student has tried to source information to make
his guess, we know this because the word coming is also on the same page he is reading. The
student did not demonstrate fluency as he read the story slowly, word by word focusing on
decoding each word (Reading Rockets, n.d). Although he pronounced most words correctly, he
made very little attempt to read with expression. “Fluency is the ability to read a text accurately,
quickly, and with expression” (Reading Rockets, n.d, para. 1). A lack of fluency can have a
significant impact on a students reading comprehension and can leave students feeling
unconfident towards reading (Signs of Reading Fluency Problems, 2016).
Discussion
The student demonstrated some comprehension during the discussion. When asked what the
story was about he replied “some people moved in”. When asked how he knew this the student
referred back to the pictures in the book and explained “cause that’s why the trucks were there
and there was some men putting beds in the house”. This shows the student is using semantic
information to support his understanding of the story. He has sourced information from the
illustrations and thought about the context to help him comprehend the text (University of
Waikato, 2020). The student struggled to identify Max’s feelings in the story, we know this
because when prompted with the question about Max’s feelings about the new neighbours
moving in he replied “shy” when the story suggests Max was excited and hoped they would
play with him. When asked why he thought Max felt shy he responded “because he just got to
know them”. This shows the student failed to recognize how Max really felt about new
neighbours. This could be a result of his fluency as a lack of fluency when reading can
compromise the students' understanding of the story as their focus is word identification
(Reading Rockets, 2016).
Further Development
To further the development of this students comprehension to read, there are a few strategies
that the student could learn to support their reading development. Because the student reads
slowly, spending time decoding each word his comprehension of the story is compromised.
Fluency is important for effortless and automatized reading (Bigozzi, et al., 2017). It allows
the students to be able to take in what the story is about instead of what each word says and
“bridges word recognition and comprehension” (My Learning Springboard, 2012, para. 1). In
order to become more fluent with reading, the approach that is taken is to give more opportunity
for supported reading within the classroom. By increasing reading, this allows for repetition to
occur and the student becomes more confident and can read with ease (Kuhn, et al., 2009).
Phonemic awareness is another important skill to develop that will enhance a student's ability
to decode and develop reading comprehension skills. This student is familiar with the initial
segment of the word and is starting to use a range of skills to confirm the rest of the word. For
example in the word some the student was able to confirm the initial phonemic so and then
proceeded to look through the word. Meaning, visual and structure play an important role in
confirming the rest of the word. Visually the student would be able to see known chunks which
were so, me. The student witnessed that word actually included a long vowel and knew that the
e at the end changed the sound of the word. The meaning and structure can then be identified
by what the next words are and what is located in the picture to see if the word they are about
to say make sense. Segmenting the word is how the student will confirm a word. Using their
prior knowledge such as known chunks and initial, medial and final segments will allow the
student to cross check. “Phoneme segmentation is the ability to break words down into
individual sounds” (Light & McNaughton, 2019). The teacher should focus on the medial and
final phoneme segmentations with the students so they are able to scan through the word more
fluently. Practicing the 40 speech sounds on phonemes, one on one with the teacher will allow
the student to become more familiar with these sounds. It would be beneficial for the student
to see these visually and saying aloud to practice. Another way to improve phonemic awareness
is to introduce books within the classroom and at home with rhyme words. (Reading Rockets,
n.d.).
Visual, structural and meaning play a role in understanding what the story is about. The student
needs to develop the skills to read fluently so they can focus on the information gathered from
the text instead of focusing on how to pronounce each word. It is important for the teacher to
emphasize the use of the pictures. The pictures within the story represent what will be
happening in the story. As visuality and prior knowledge are the main factors in comprehending
text (Australian Council for Educational Research, n.d.). When pictures are not presented in
the story, it is essential to teach the students to pick out the rich words used within the text, this
will develop an image in their mind that will allow them to comprehend the text. This
knowledge will allow students to retell, paraphrase and summarise a story with the correct
information (Australian Council for Educational Research, n.d.). Encouraging students to
reread sentences that don’t make sense will prevent confusion for the rest of the story. The
students use their prior knowledge to identify if that sentence would fit into the story and into
the picture in their head. Sometimes a student might need to read on inorder to comprehend a
part that they don’t understand. It is important for the students to cross check and identify which
part would have created the confusion.
References
Australian Council for Educational Research. (n.d). Teaching students to comprehend text.
https://www.acer.org/au
Bigozzi, L., Tarchi, C., Vagnoli, L., Valente, E., & Pinto, G. (2017). Reading Fluency As a
Predictor of School Outcomes across Grades 4-9. Frontiers in psychology, 8, 200.
https://doi.org/10.3389/fpsyg.2017.00200
Clay, M. (2016). Literacy Lessons Designed for Individuals. Heinemann Educational Books.
U.S.
Gagen, M. (2007). Actual Reading Errors Made by Struggling Readers, What These Errors
May
Indicate, How to Evaluate Reading Errors to Identify Deficiencies and Target Instruction to
Build Necessary Skills. Right Track Reading. http://www.righttrackreading.com/errors.html
Kuhn, M. R., Schwanenflugel, P. J., Morris, R. D., Morrow, L. M., Woo, D. G., Meisinger, E.
B., Sevcik, R. A., Bradley, B. A., & Stahl, S. A. (2006). Teaching Children to Become Fluent
and Automatic Readers. Journal of literacy research : JLR, 38(4), 357–387.
https://doi.org/10.1207/s15548430jlr3804_1
Math Genie. (2018). The Importance of Grammar, the Building Blocks of Reading
Comprehension
https://www.mathgenie.com/blog/the-importance-of-grammar-the-building-blocks-of-
readingcomprehension
Reading Rockets. (n.d.). Phonological and Phonemic Awareness.
https://www.readingrockets.org/helping/target/phonologicalphonemic
Reading Rockets. (n.d.). Fluency
https://www.readingrockets.org/helping/target/phonologicalphonemic
Signs of Reading Fluency Problems. (2016, November 29).
https://study.com/academy/lesson/signs-of-reading-fluency-problems.html
University of Waikato. (2020). Week 1 Reading Process notes [PowerPoint slides]. Moodle.
https://elearn.waikato.ac.nz/pluginfile.php/2109200/mod_resource/content/1/Week
%201%20Reading%20Process%20notes.pdf
