by C. Elkins, OK Math and Reading Lady
In part 2, I will focus on some more fix-it strategies for students who are neglecting structure/syntax when reading. Last week were fix-it strategies regarding meaning. Next week will feature strategies for visual errors.
Let’s say this is the text: She looked in her desk to find a pencil.
Let’s say this is how he/she read it (and did not fix it): She look in her desk to find a pencil.
This child is making a structural / syntax error. Most of these types of errors occur with verbs in which children use the wrong tense or leave off/add endings. This should cause the child to stop and fix it because it doesn’t sound quite right. But that doesn’t always happen. Why?
- The child is so focused on the base or root word, they don’t notice that endings have been added.
- The child is not listening to them self.
- The child can not always distinguish between proper and improper speech – perhaps because they don’t hear correct English at home, or they may be an English language learner and haven’t had a lot of exposure to correct grammar.
- The child is making generalizations regarding verb tense and doesn’t know all of the variations. The child doesn’t honestly know to make something “sound right.”
- For example: Most often the child knows to add -ed when speaking about a past time event (jump / jumped). But what about run or write? It’s not runned or writed.
- Or while they might see the -ed ending, they don’t always know which is the correct pronunciation (is it /ed/, /t/, or /d/??).
- The child does not yet know all of the grammar rules regarding participles and irregular verbs – perhaps due to developmental level or hearing incorrect language use among peers or family.
No matter the cause, it is our job as the teacher to try to help a child self-monitor and fix these types of errors. So there are prompts that are often effective to help a child recognize and correct their reading when it doesn’t sound right. Continue reading