Until recently I have never considered how many types of problems readers could have, and how some of them may be difficult to identify. When Kids Can't Read describes a girl, let's call her Katie, who always volunteers to read in class, speaks with confidence and clarity and has excellent fluency while reading. As it happens, confident Katie had major problems with comprehension. Identifying a child or adolescent with a reading problem is much easier if the child has problems with word pronunciation or fluency, because she spends so much time and effort merely trying to read the words, it is assumed that comprehension is very little. Katie's case emphasizes that teachers should not be so quick to make assumptions and stereotype the kind of learners their students are.
The most difficult aspect of teaching reading is explaining comprehension. When students know what makes a good reader they are better able to become one. A few examples of a 'good reader' to explain to students are:
1. Good readers realize that there is meaning behind the text, and review the text until the meaning is clear.
2. Making inferences and pulling themes and/or main ideas out of the text also makes a good reader.
3. Good readers are fluent and can hear the words in their minds as they read, and some are able to conjure images in their heads.
Teachers should be sure that students have proper diction but. most importantly, are able to comprehend what they read. A student like Katie should not make it out of high school, still not able to understand what she reads.
(Chapter 3)
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