Chapter 7

"After the targeted vocabulary words were introduced and a discussion about how these words related to the selection was conducted, the second segment was read with an error rate of 1/50 and 90% comprehension." p. 123

If only all teachers could understand this. I think targeted vocabulary is a huge piece of the "Meaning Puzzle" with comprehending texts. Many teachers assume students know the vocabulary words, but many don't have a clue. If the time was taken by teachers to review the vocabulary ahead of time-most students would be able to construct meaning of text much easier!

"For example, the diagnostic teacher decided to use self-directed questioning (see "Think-Aloud Approach" in part 2) with Luis, a third-grade student who was relatively passive when reading." p. 127

The "Think-Aloud Approach" outlined in part 2 is a great strategy that I have successfully used with many of my young students. I have used this during shared reading, guided reading and one on one instruction. The modeling of my techniques is often what makes my students become successful at this process.

"In this example, the teacher needed to make relatively few task modifications. The student learned the new task and readily applied it." p. 127

I have seen many students who fit into this category. Once students are given ample one on one instruction with the teacher they are often able to learn and apply the new task. This one on one time is difficult to find but necessary to tweak specific tasks for many students. I find the time through utilizing my reading aide, the enrichment teacher and parent volunteers during my daily reading block.

"If a great deal of task modification and teacher investment were required, the diagnostic teacher reformulates her hypotheses and selects either another technique or an easier text." p.130

I'm afraid alot of teachers probably fit into this category. The time constraints put upon teachers these days often dictate what course of instructional action they are able to take. Most teachers don't have vasts amount of time to do a great deal of task modification appropriately.

"For him, using the story map was more concrete than either think-aloud or recipiprocal teaching alone." p.132

This shows how the teacher was finally able to help Charles make meaning from print. After trying several strategies with Charles she found one that clicked for him. This combined approach shows how incredibly important one on one instruction is needed to make meaning.