1. “The diagnostic teacher identifies specific instructional alternatives for struggling readers to enhance their literacy. As a reader begins to experience success, he attributes his reading improvement to using strategic processes. This attribution, in turn, increases his engagement during subsequent literacy events.”
The actions and strategies of the diagnostic teacher almost force the student to be an active, attentive learner. From this exercise the student is about to understand how to be a better and more effective reader. Thus they can begin to formulate their own problem solving strategies.
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2. “The diagnostic teacher is an active problem solver. She is much more than a test giver. She is first and foremost a teacher. As she teaches, she explores how a particular student reads and responds.”
This passage serves the purpose of proving to the reader that the diagnostic teacher must have a wealth of strategies and ways to help students to become better readers. A diagnostic teacher must continuously dissect and look at what a reader is doing positively, what the reader is having problems with and ways in which the teacher can help the reader to become more successful.
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3. “After an extended period of failing to combine sources of information or elaboration strategies, struggling readers become accustomed to understanding only bits and pieces of what they are reading.”
When a student understands only some of what they are reading, the overall comprehension of the story suffers. This speaks to that fact that the key to literacy is early intervention. This ensures that students are taught useful reading habits instead of ever picking up negative and pointless coping techniques.
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4. “Teachers need to choose activities that will show children the variety of functions that reading can serve; reading for pleasure, reading for information, or reading to remember. There are days we do all three.”
Knowing the various purposes that reading can serve will help students to better appreciate and recognize the fact that reading is beneficial in more ways than one. This will make students more prone to wanting to read rather than looking at it as an assignment or a punishment.
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5. “Furthermore, asking students to relate story comprehension to their own experiences can prompt them to associate what was read to what they already know and thereby increase their comprehension of the text.”
Students jump at the opportunity to share their own experiences with the group. When students are able to share their own experiences and how they relate to what the group as a whole is reading, it gives the group the opportunity to understand a sometimes complex idea in a more concrete way. When students are given real world experiences as a way to associate those experiences to the situations in the book or story that they are reading, it is a more positive experience for everyone.
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Students jump at the opportunity to share their own experiences with the group. When students are able to share their own experiences and how they relate to what the group as a whole is reading, it gives the group the opportunity to understand a sometimes complex idea in a more concrete way. When students are given real world experiences as a way to associate those experiences to the situations in the book or story that they are reading, it is a more positive experience for everyone.
ReplyDeleteI agree with this because the students I have dealt with are always trying to share their connections with whatever we are doing. Sometimes their connections are right on and sometimes they are a stretch, but they are always willing to share. Verbal discussions about connections are a very good strategy to teach to the students to help them in reading comprehension.