Assessing and Correcting Reading and Writing Difficulties: Chapter Thirteen

For our last reading response of the course, we skipped ahead to chapter 13, which focused on teaching writing to struggling students.Writing has five main processes, which are as follows:Brainstorming—a time for generating ideas, stimulating thinking, making plans and creating the desire to write.Composing—Drafting thoughts, getting ideas down on paper and getting a purpose and … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Thirteen

Assessing and Correcting Reading and Writing Difficulties: Chapter Eleven

Given the fact that Chapter Eleven is over forty pages long, it is safe to surmise that comprehension is one of the most important factors in reading. According to Gunning, comprehension requires at least five basic processing abilities: activating schema, “understanding key details at a literal level, integrating text across sentences and paragraphs, making inferences, … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Eleven

Assessing and Correcting Reading and Writing Difficulties: Chapter Ten

Chapter Ten focused on the importance of developing a child’s vocabulary knowledge. There are two ways to teach vocab to children: the incidental approach, where skills are taught as the need arises in the child’s life, or the systematic approach, where skills are taught on a regular, planned basis (Gunning 331). Not surprisingly, most teachers … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Ten

Assessing and Correcting Reading and Writing Difficulties: Chapter Nine

Chapter Nine continues looking at the decoding of language, this time focusing on reading multisyllabic words. There are two approaches to teaching syllabic analysis: the rules approach and the pattern approach, and both techniques can be used in conjunction with the pronounceable word-part and analogy strategies that were discussed in the previous chapter. In the rules … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Nine

Assessing and Correcting Reading and Writing Difficulties: Chapter Eight

In the span of 78 pages, Gunning explains the appropriate strategies for teaching phonics, high-frequency words (also known as sight words for our ability to recognize them on sight), and fluency to struggling readers. Chapter eight begins with methods for teaching children the letters of the alphabet, starting with consonants, then working with short vowels, … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Eight

Assessing and Correcting Reading and Writing Difficulties: Chapter Seven

Chapter seven was a reiteration of what I learned last year in my Teaching Reading course. This is not to say I was annoyed at the repetition. On the contrary, I find it enlightening that so many of the same concepts were mentioned in both textbooks, because this proves just how important and invaluable these … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Seven

Assessing and Correcting Reading and Writing Difficulties: Chapter Six

In chapter six, Gunning spends more time discussing reading assessments, explaining how teachers need to not only look at how a student does on reading assessments like an IRI, but also to take into account the cognitive, school and home factors of the child. Gunning posits, “In order to get a fuller understanding of the … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Six

Assessing and Correcting Reading and Writing Difficulties: Chapter Four

While reading Chapter four, I was reminded of the fieldwork I completed last year for the Teaching Reading class. I had the great fortune of getting to observe my cooperating teacher give Informal Reading Inventory (IRI) assessments to her first-grade class. The school was using Fontas and Pinnell’s Benchmark Assessment System. This was a form … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Four

Assessing and Correcting Reading and Writing Difficulties: Chapter Three

Shocking as it may seem, there was a period in my life when I didn’t like to read. Let me set up the back story: from kindergarten to 4th grade, I attended a Lutheran school. While I loved reading at the time, I dreaded the multiple choice tests I would have to take after completing … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Three