Indicator 10
Demonstrate evidence-based practices to facilitate students’ monitoring and self-correcting in reading for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.
I recently did a small group for ELLs at a varying level to read an informational text that is below grade level but features a lot of compound and domain-specific words. Prior to reading, I explained some strategies for self-correction while reading. Such as skipping and returning to it, asking if it makes sense, and breaking apart the word into phonemes or syllables. Then I had students read through the text together and gave them five seconds for each word they got stuck, only assisting to remind them of the strategy. I chose to do this specific lesson with these students because they are mostly fluent readers however, their reading comprehension can be an area of support, especially because they are ELLs and are acquiring a second language. When you listen to them read, they do sound like good readers however, on closer examination there are gaps in their reading abilities that lead to comprehension struggles. So, teaching/reinforcing skills to correct while reading supports their comprehension and fluency.