What I thought was the most interesting and useful part of this chapter was where it explained how to choose books that are beneficial to students. For the most part, this section could be applied to all students. All emergent readers need repetitive text so they can focus on comprehension. Beginning readers are learning how to do so many things at one time and if there is some repeated text it gives the students a bit of break from focusing on figuring out what words they are reading. I've noticed this method of using text that have some repetition being used in preschool. In this example, it helps these students start to recognize words. They see the select words being repeated and begin to know what it is coming. Some of the advanced students can point to the correct words while I am reading in the repeated section. This is just helping them start to make the one-to-one correspondence.
In my kindergarten placement, I have seen the teacher use the opposite of what Gibbons believes that should be used in a classroom. She uses the short books with choppy sentences that do not relate at all. These students struggle to read the words, rather they rely on the pictures to tell them what is happening. I think this is a common response to these types of books and they do not support reading comprehension at all.
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Jessica,
ReplyDeleteI agree that the use of books with repetitive text is useful for struggling readers. I have seen the same thing in my placement. A child is reading very slowly, word after word then all of sudden they read with speed the part they have heard again and again. While still practicing reading with the other text they are also able to enjoy some of it because they can read faster at the parts they know.