Module 3: Mock Memo from a Reading Specialist

Erica, a fifth grader, reads grade level passages at a rate of 177 words correct per minute, or 30% faster than grade level norms. When asked to retell what she has read, Erica struggles and is able to give little to no information from about the text. Many other children in Erica's class also read well above grade level expectations for fluency rate (or automaticity), but the teacher laments that they struggle with comprehension and using appropriate expression and intonation while they read. What is going on here? What advice can you offer the teacher? Write a memo to the teacher from the viewpoint of the school's Reading Specialist. Give the teacher and explanation for the phenomenon and offer her advice on dealing with the situation. Please keep the memo to no more than 400 words. Post it to your blog and name the posting "Module 3: Mock Memo from a Reading Specialist."


Dear Teacher,

I am so excited that your student, Erica, is reading grade level passages at a rate of 177 words correct per minute. Even though this is quite an accomplishment, she lacks comprehension. It is great that she is able to read those words per minute, but comprehension is more important. We love for our students to have fluency, but they need  to be able to tell you what they read. In order for Erica to be an effective reader, she has to have fluency and be able to comprehend what she read. Also, I've noticed that you've have students struggling with comprehension, and using expression and intonation when they read. I have a few suggestions that should help your students with those skills that they are lacking.

First, the students should try to read at a normal rate. Sometimes our students try to read very fast so that they will have a high fluency rate. You should stress to your students that comprehension is the main component to being an effective reader. Model with your students the set rate that they should try to read in. Modeling helps the students understand what they are supposed to do. If your students read slower, then they will have time to think about what they read instead of trying to get to the finish line.

Another strategy that would be helpful is asking your students the 5w's(who, what, when, why, and where) as they are reading. Allow them to stop and summarize as they read as well. The students will understand what they have read if they are required to stop and summarize. They are being responsible for their own learning. This strategy can be modeled as well. You may read a passage to the students, and model think aloud strategies with those 5w question. Ex. "Hmmm. Who went to the farm on Friday?" Allow the students to answer the questions as you are thinking aloud.

Even though there are many strategies, one last strategy that I like to incorporate is allowing the students to read books that they enjoy. I know we have our assigned books with our curriculum, but during small group instruction, allow the students to pick and read books they enjoy reading. Students comprehend books that are interested in because they consider it entertaining. Also, try to pull books that go along with the curriculum that may be interesting books for your students.

If these strategies are followed, then you should see an increase in your students comprehension levels. Remember, comprehension is the key to reading. If the students are not comprehending, then they are not reading. If you have any questions or concerns, don't be afraid to let me know.

Good Luck!!!

Starlet Taylor, Reading Specialist