Reading fluency and comprehension are inherently linked. Without reading fluency, students are unable to make meaning of what they’re reading. In my class, I haven’t seen much reading instruction as of yet: most of our reading instruction has been direction-oriented. In other words, helping students decide how to pick out what questions are asking and whether or not they answered what was requested of them. We finally got through DRA testing each of our students this week and the results were very interesting. We have students at every level imaginable (low: 28 and high: 80), but reading fluency and comprehension seemed to be closely related in the students’ scores. However, some children that had very good comprehension scores (in their writing response/reflection scores) had very low WPM scores. They seemed to read slow and steady, but had some of the best comprehension scores in the class!
This year, I’m not sure how my CT will go about teaching reading strategies. As I mentioned previously, I have observed several lessons in my placement that teach comprehension strategies, however I am uncertain as to how other reading strategies will be addresses. Hopefully a reading curriculum will come to fruition after MEAP testing concludes and I will be able to report back in greater detail!
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