2 Strategies
1. RMA
I used RMA with my reader and was able to point out some of the things that she was doing well and some of the smart miscues she was having. I think it really helped build her confidence and it helped her see some of the miscues she was making because she was trying to read too fast. I think for this to be most effective, it needs to be used consistently so that would be a goal I would set if I had a reader who was really struggling and needed some intense help.
I would like to be able to use this in a small group setting with struggling readers. I would want to teach them how to use CRMA and give them time each day to use it. I think it would work well in a Title 1 setting where kids were pulled out of the classroom.
2. Schema Story
My reader often reads very quickly and skips over words or changes them slightly as she is reading. Sometimes, this doesn’t have a great effect on the story, other times it does. I think doing a schema story with her would make her slow down and think about the text making sense. After doing this a few times, she would hopefully have some of that thought process transfer to her reading and she would realize when something didn’t make sense. A lot of times, when she makes a miscue, she’ll pause like she knows it wasn’t quite right and then just keep going without rereading or correcting it. She may be correcting it in her head, but I think using a schema story would help her think of how the whole story fits together to make sense. I would use this with struggling readers who have trouble making sense out of text.
Reading Miscue Inventory by: Goodman p. 204-5, 207-8
1. RMA
I used RMA with my reader and was able to point out some of the things that she was doing well and some of the smart miscues she was having. I think it really helped build her confidence and it helped her see some of the miscues she was making because she was trying to read too fast. I think for this to be most effective, it needs to be used consistently so that would be a goal I would set if I had a reader who was really struggling and needed some intense help.
I would like to be able to use this in a small group setting with struggling readers. I would want to teach them how to use CRMA and give them time each day to use it. I think it would work well in a Title 1 setting where kids were pulled out of the classroom.
2. Schema Story
My reader often reads very quickly and skips over words or changes them slightly as she is reading. Sometimes, this doesn’t have a great effect on the story, other times it does. I think doing a schema story with her would make her slow down and think about the text making sense. After doing this a few times, she would hopefully have some of that thought process transfer to her reading and she would realize when something didn’t make sense. A lot of times, when she makes a miscue, she’ll pause like she knows it wasn’t quite right and then just keep going without rereading or correcting it. She may be correcting it in her head, but I think using a schema story would help her think of how the whole story fits together to make sense. I would use this with struggling readers who have trouble making sense out of text.
Reading Miscue Inventory by: Goodman p. 204-5, 207-8