аЯрЁБс>ўџ 79ўџџџ6џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС#` №П bjbj5G5G ..W-W-џџџџџџЄЄЄЄЄЄЄЄ,фєєєє ЮЖ00000   MOOOOOO$„hьjsЄ  sЄЄ00лˆйййjЄ0Є0MйMййЄЄй0$ АhГRЧєy"йMž0ЮйV›4VйVЄйt vTйеDі   ssЯ   Ю   ф є   єИDќ,(ЄЄЄЄЄЄџџџџ  A Week with Word Recognition Amy Gregory RE 5715 Spring 2007 Day 1 Wow!!! Word Recognition tests!!! This is what I have been waiting for! My mind is moving a million miles a minute. I can’t wait to try this out! Let me slow down and give you a little background about me to catch you up to speed. You see, I graduated college 3 years ago and I began teaching at a low income school in Hickory, North Carolina. As a 4th grade teacher, most of my focus in teaching reading is on comprehension. Students need comprehension skills in order to pass the end-of-grade reading test. I spend most of the year creating units of study that center around reading texts and analyzing for meaning, connections, details and real world applications. The problem however, is that many of my students struggle in reading when they come to 4th grade, and they seem to fall further behind. According to the research of Chall, my students have not yet moved to the stage of reading in which energy becomes available for comprehension. My students are still “glued to the text,” (Chall 1983.) In other words my students have not yet developed all of the basic decoding skills necessary to read text automatically and concentrate on meaning. When I was giving all students 4th grade level reading material I was putting many of them in their frustration level, and we were making no progress. The word recognition test I am learning in Assessment and Correction with Dr. Morris is going to help me immensely. Dr. Morris is teaching me to show students words in a М second flash. As the students read the list of words, I am able to assess what level of reading material will be appropriate for the student. I’m so excited to try this out on my students tomorrow! Day 2 Well, word recognition tests are a little difficult to administer. I am going to need a lot of practice. In case you aren’t familiar with automatic word recognition tests, here is the process. First, create a booklet with the word lists stapled inside. Prepare two cards for covering and flashing the words. Find a victim, I mean student. Have the student sit to the right and hold down the flap of the booklet. Now for the hard part, slide one piece of cardboard below the first word and close the second piece over it. The slide and cover motion must take place quickly, М of a second in fact. The reason for the quickness is to test the student’s ability to focus on and process print. As students read words, they may miss one. When they miss, the administrator opens the cards back up to show the word and allows the student to attempt the word a second time. As the student is reading the word again, the administrator writes what the first attempt was in the flash column of the score sheet. Then the administrator puts a check or zero in the untimed column depending on if the student gets the word the second time or not. The student starts on a preprimer list and progresses until he or she misses more than half the list. In class, we have been discussing the purpose and methods of this process. I am fascinated by the information of this study. Research shows that “accurate, automatic recognition of printed words drives the reading process (Morris, in press).” So I need to know if my students can accurately and automatically read a word. This is why the flash has to be М of a second; it tests the automaticity of the recognition. When the student misses more than half the list, it shows that he/she is unable to automatically recognize words at that level of reading, and is therefore frustrated by reading material on or above that level. So, I tried it today. I borrowed a 3rd grader from a friend’s class and began the process. It was challenging for me to move the cards at the right pace. The little girl I tested seemed to enjoy helping me out. I have to keep practicing. Day 3 Today I worked with a 5th grade student. He seemed eager to work with me, and we made a lot of progress. I tested him up to his frustration level which was about 4th grade. The harder the words got, the quieter he got. Dr. Morris told us to take note of how students react when they are frustrated. This will help me know when a student is being over challenged. I’m still working on my timing and recording skills. The hardest thing is processing when a student misses a word. Sometimes I get into a rhythm while flashing the words and forget to stop when a student misses the words. Yikes! It goes so fast, I’ll have to keep working. Day 4 Today I practiced on my family. I figure practicing on adults will help me work on the movement of it. However, I didn’t account for my brother’s sense of humor. Although he is 23, he often exhibits the maturity of a 4th grader. He was missing words left and right (on purpose of course) and I got so tickled that I couldn’t continue the test. My sister-in-law on the other hand was much more cooperative. I got to practice giving each list to her from preprimer up to eighth grade. I am beginning to feel more confident about testing the automaticity of student reading. Day 5 I am eagerly awaiting more practice and analysis of reading levels. I go back to class Tuesday to show my skill to Dr. Morris and discuss more about diagnosing and analyzing student reading ability. I am so thankful for this opportunity, and hope to teach the methods to my coworkers that we might accurately assess student reading levels and create a plan for reaching each student where he or she is. It must seem silly that I hadn’t known about this practice before, but this is a practice typically only used by lower grades teachers at my school. I see multiple benefits to using this in all grades. With this new practice, I’ll be able to put my students in appropriate reading material that will help them catch up on their reading ability. I look forward to the practice and perfection of this craft in my career. Resources Chall, J. (1983). Stages of Reading Development. New York: McGraw-Hill Morris, D. (in press). Diagnosis and correction of reading problems: A tutorial. 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