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Subject:

Re: Reading comprehension

From:

Saundra Y McGuire <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Fri, 27 Apr 2012 13:00:07 +0000

Content-Type:

multipart/mixed

Parts/Attachments:

Parts/Attachments

text/plain (205 lines) , Fink Handout of Learning Strategies.doc (205 lines)

What an inspiring story!  Thanks for sharing.



And speaking of sharing strategies, attached is a document I prepared for Dee Fink, who was doing a faculty development workshop.  He said it went over really well with faculty, so I wanted to share it with the list.



I've learned soooo much from colleagues on this listserv, so please keep sharing.  We have no idea how many lives this information impacts!



Happy Friday!
Saundra





Saundra McGuire, Ph.D.

Assistant Vice Chancellor for Learning, Teaching, and Retention

Professor, Department of Chemistry

135A T Boyd Hall

Louisiana State University

Baton Rouge, LA 70803

225.578.6749 phone

Saundra Y. McGuire, Ph.D.

[log in to unmask]





-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of MARGUERITE SOFF
Sent: Thursday, April 26, 2012 5:11 PM
To: [log in to unmask]
Subject: Re: Reading comprehension



Emily ~







My school provides one-on-one and small group reading tutoring across the disciplines as well as in-class workshops on textbook reading (SQ3R and a tweaked version of Jim Burke's Textbook Features Analysis), study skills, test taking strategies, annotating,and notetaking, but we also provide academic support for students struggling with writing and English language skills.  Students are welcome to drop in to receive assistance in working on a specific issue or to schedule regular appointments.  I might add that while we do offer small group reading tutoring, few students take advantage of it.  It is my belief that reading assistance carries a certain stigma; students who are not embarrassed about getting writing assistance or math assistance or science assistance (Heck! Doesn't everybody need help with those?) ARE painfully self-conscious about getting help with reading.  It's such a basic thing, after all - everyone can read - why do I have trouble?  We are aware of this negative perception and usually meet with the student in the privacy of a quiet study room.



We also have online resources (Ultimate Speed Reader, Plato) for those who wish to work independently.  It is my opinion, however, that online resources cannot replace the trained ear of the reading tutor, who can administer mental running records while listening to a student read aloud to him or her.  The tutor makes continuous, on-the-spot aural assessments as to the student's starting point and progress, which, in turn, informs his or her decisions about what skill or strategy to move to next (or not).



And for those regularly scheduled seekers of assistance, I have adapted Barbara J. Walker's* diagnostic teaching session to suit my needs, which allows me to tailor a plan for my struggling readers at the community college level.  The plan for a 60- to 90-minute session includes these elements:



*   10-15 minutes: strategy and skill instruction or assessment

*   30 minutes (or so): guided contextual reading

*   10-15 minutes: student choice of text, task, activity



Strategy and skill instruction/assessment can run the gamut from phonics instruction to fluency to finding the main idea to interpretation of whole stories.  Guided reading is just that, of course, but I may choose echo reading or repeated readings as the delivery method.  Student choice may be reading aloud or silently, doing practice worksheets, or writing.  For each element of the session, I record the materials used (title of reading or other text, handout/worksheet, online resource), the tasks/activities done, and the purpose.  It has been my experience that when following the diagnostic teaching session plan, students go from struggling to soaring by semester's end.







One of my favorite success stories following the plan is this:  A 67-year-old man, Mr. B--, was enrolled in the on-campus ABE program and was, therefore, eligible to use all the resources of the college - including the people resources, which turned out to be me.  Mr. B-- had to quit school in the 3rd grade, he said, to help take care of his family; his assessed reading level was as expected - third grade, but his writing level was much lower.  We worked 4x/week with phonics, sight word lists, guided reading with interesting texts, and writing sentences.  We even worked with magnetic letters and moved them around on the whiteboard making letter patterns and words with them.  The first text we read together was called "Fishing with Father"; he was interested in it because he liked to fish, and the author's memoir of his father reminded Mr. B-- of his own mother.  "Fishing with Father" is roughly at a 5th-grade level of difficulty.  At first, Mr. B-- couldn't read even one sentence independently, but we kept working with phonics, sight words, and the rest plus more.  He bought a couple sets of magnetic letters and made letter patterns and words on the side of his truck, he said, and, if it was raining, he put them on the side of his refrigerator.  At the end of the first semester, he could read "Fishing with Father" independently and other slightly more difficult readings with guidance; his sight word base had grown exponentially.  Throughout the second semester, we continued with the plan, and we read selected chapters from Life Is So Good, the story of George Dawson - an African-American man who learned to read at the age of 97; Mr. B-- could relate to much of Dawson's story. Midway through the third semester, I was talking to Mr. B-- about how Malcolm X learned to read and about Sherman Alexie's experiences in the reservation school; Mr. B expressed a particular interest in Malcolm X, so I brought out my ENC1101 reader and turned to "Prison Studies," an excerpt from Malcolm X's autobiography.  I asked Mr. B-- if he would like to have a go at it himself, and - yes, he would like.  Much to my surprise, he read "Prison Studies" on his own with few "nudges" from me.  He was very interested in the copywork that Malcolm X did as a means of growing his vocabulary and writing skills.  At the next session, Mr. B-- reported that he was doing copywriting at home - just like Malcolm X did in prison.  At the end of that third semester, Mr. B-- was reading independently from the reader that I taught in ENC1101; his writing skills, however, pretty much remained at about what I would expect from a first or second grader - right down to the scrawly formation of the letters.  Interesting.







At any rate, Walker's diagnostic teaching method of reading has consistently produced significant results for the students with whom I - and others on our tutoring staff - work regularly.  Her work was influenced by Darrel D. Ray of the Oklahoma State University Reading Clinic; mine is influenced by hers.  It's nice to pass along insights gleaned from others to others still.  Perhaps there is something useful here for you.









Maggie Soff

Communications Skills Specialist

Tallahassee Community College

444 Appleyard Dr.

Tallahassee, FL  32304-



850-201-7810







* Walker, Barbara J. Diagnostic Teaching of Reading: Techniques for Instruction and Assessment. 5th ed.  Upper Saddle River: Pearson Merrill Prentice Hall, 2004.







________________________________________

From: Open Forum for Learning Assistance Professionals [[log in to unmask]] On Behalf Of Blanchard, Emily A [[log in to unmask]]

Sent: Wednesday, April 18, 2012 2:53 PM

To: [log in to unmask]<mailto:[log in to unmask]>

Subject: Reading comprehension



What kinds of assistance do you offer for helping students improve reading comprehension? We already have workshops in place on note-taking and college-level reading strategies.



Thank you!



Emily Blanchard, M.A.

Learning Resource Center Associate

Concordia University Wisconsin

12800 North Lake Shore Drive

Mequon, WI 53097

Ph: (262) 243-4216

Fx: (262) 243-3535

[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]:[log in to unmask]>>

www.cuw.edu/go/lrc<http://www.cuw.edu/go/lrc<http://www.cuw.edu/go/lrc%3chttp:/www.cuw.edu/go/lrc>>



Confidentiality Notice / FERPA Privacy Rule: This message may contain information that is privileged, confidential, and exempt from disclosure under applicable law. If you are not the intended recipient of this message, please do not disclose, forward, distribute, copy, or use this message or its contents. If you have received this communication in error, please notify me immediately by return e-mail and delete the original message from your e-mail system. Thank you.





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To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html



To contact the LRNASST-L owner, email [log in to unmask]<mailto:[log in to unmask]>



~~~~~~~~~~~~~~~
To access the LRNASST-L archives or User Guide, or to change your
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http://www.lists.ufl.edu/archives/lrnasst-l.html

To contact the LRNASST-L owner, email [log in to unmask]

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