I believe that this student's reading ability is proficient despite them having some miscues. If you read their interpretations in relation to the expected response, the student still remains relatively close or similar to the expected response. The meaning still appears very similar which is a key component in a reader being proficient. Some of the errors are punctuation or sight word problems which normally displays a stronger, proficient reader, however, I still think that this child is extremely close to achieving the expected response and therefore, is a proficient reader.
If this student was in my class, we would do some more phonics instruction. We would try re-reading skills or letter-box lessons to re-teach the student how to hear every sound in a word which would help them achieve the correct spelling. This exercise would relate to the child's error of "hisself" instead of "himself." I would also encourage more reading of text with different punctuation endings. Modeling out loud to the student the correct way to say a sentence with a question mark or explanation mark would help encourage their writing of sentences with appropriate endings. Lastly, I think simply through more reading, more review of sight words, or different phonics instruction, this student will be a fully proficient student in no time.
I also believe this student is a proficient reader, Lizzie. The responses are very similar and do not change the meaning of the text, which is critical. This student is understanding what he/she is reading.
ReplyDeleteI like that you plan on working on phonics with the student to help correct some of the miscues. However, I do wonder if this miscue could be based on slang or talk the student hears at home. For example, I've heard many people say, "What we done for this project is....". It sounds funny and is obviously not proper English, but it's what I call "lazy talk" and the student could possibly be hearing this at home.