This chapter made me realize that just because a student does not have fluency in their reading does not mean they are not comprehending a text. From my own experience, it seems that usually comprehension comes to readers who read fluently and acknowledge punctuation. Early in the chapter, the author (Kylene Beers) includes a transcript of a one-on-one lesson she has with a first grade boy. She provides him with a few sentences and asks him to read aloud. It is clear from the breaks in the transcript that his reading is choppy and without inflection, yet, when Beers asks him to summarize the story, he does so flawlessly.
Examples like these make it more evident how many different types of reading and/or comprehension problems there are and they exist in all different types of students. This makes me more aware of how important both formal and informal assessments are because it is not always easy to diagnose exactly what is wrong.
(Chapter 10)
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