This past week I compared running records that I took from two different ELL students. I was analyzing their miscues for meaning, syntax and visual cues. I was looking for trends in each individual student's running record as well as trends between the two students' records.
I choose to compare students that were at a similar reading level and I found that their miscue's were reflective of their habits and not necessarily their native languages. For example student A has a habit of inputting words when she doesn't know a word. On the other hand, student B has the habit of skipping the word when she doesn't know it. Both of these are traits of low level readers who need more clear word attack strategies.
I feel as though both of these students could be coached together in order to build a toolbox of strategies that they can go to when they arrive at an unknown word. Some students struggle in reading because of their native language but many of the mistakes that exhibit are similar to other readers at similar levels. We need to continue to expose them to strategies and skills that will get them to the next level.
Elizabeth,
ReplyDeleteIt's good that you looked at trends in the assessments and trends in the students's records. It looks like both students did not attempt certain words; one substituted words and one skipped words. Can you be sure that it is not a comprehension/vocab issue? Perhaps the students are not familiar with some of the words? Either way, word attack skills should be practiced, as you mentioned.
Interesting point: "their miscue's were reflective of their habits and not necessarily their native languages."
Even if the mistakes are similar to other struggling readers, ELL's can often benefit from similar strategies, but often the work should be heavy on vocab/comprehension (this can also benefit non-ELL struggling learners, too!).