Kudos to Christine. A job well done on her presentation. Chapter 9 emphasized on types of miscues and a specific set of questions in regards to the RMI procedures. These questions are in relevance to the language cueing systems. Teachers should ensure that all of the language cueing systems are used in order to increase reading fluency and comprehension. With today's session, I was glad that I am now more familiar with the procedures to follow when I begin my first assessment session. It is easier to follow through with the process when you have the opportunity to practice it beforehand. Erik was a good participant in the practice session and kudos to him as well for doing an overview of the strategies for assessment and providing us with the "food for thought."Image courtesy of: http://100musicalfootsteps.files.wordpress.com/
Yes, great and yummy food for thought this session. I'm glad you two had fun with your run-through of the assessments. Geri and I also had a great time trying it out for ourselves.
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ReplyDeleteI agree, the section on miscue analysis was quite informative. I've seen all of the categories before, but haven't spent much time looking at the shorthand for recording the miscues while the student is reading. I feel that will be required to master before I take a job as a reading specialist.
You're right, Annette,the miscue analysis reflects on the language cueing systems that should take place for language and literacy development. Implementation of this assessment should be able to pinpoint the areas that the student is weak on, or lacks. Proper evaluation is critical for appropriate instruction and miscue analysis is one, very important assessment tool.
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