Rationale for Future Instruction Since the end of their sessions, the researcher has contacted Peggy’s mother and given her advice for future instruction for her as she enters high school. The researcher recommended that her mother continue to have her read regularly, but also to periodically ask Peggy about what she is reading and how it connects to her life. The researcher hopes that this will instill a love for reading in her that sustains her even when the text is not appealing to her. The researcher also mentioned that the medium of the strategy seemed to be important to Peggy in several of their – lessons, her engagement seemed to increase when she wrote on the whiteboard or poster board. Because of this, the researcher suggested that her mother invest in a note taking strategy that would interest Peggy (such as a small whiteboard or a recording device) so that she could use this for note taking for school. This also would increase motivation and interest in the student. Summary Overall, the time with Peggy was valuable to both her and the researcher. Going into the sessions, the researcher’s main goal was for Peggy to develop a love of reading and to comprehend each text that she came across, whether applicable to her or not. Unfortunately, this does not happen in five sessions. This is a skill that must be worked on over time, and the researcher hopes that as Peggy continues to work on this, her love for reading will grow. During their sessions, Peggy showed immense promise as a reader, however, she also seemed to want to impress the researcher with her ability and by always having the correct answer. While this is not a bad desire, it can often get in the way of really understanding the material. For Peggy, it caused her to omit and substitute many words as she read which faltered her comprehension. It also affected how she read in that she focused more on decoding than she
Rationale for Future Instruction Since the end of their sessions, the researcher has contacted Peggy’s mother and given her advice for future instruction for her as she enters high school. The researcher recommended that her mother continue to have her read regularly, but also to periodically ask Peggy about what she is reading and how it connects to her life. The researcher hopes that this will instill a love for reading in her that sustains her even when the text is not appealing to her. The researcher also mentioned that the medium of the strategy seemed to be important to Peggy – in several of their lessons, her engagement seemed to increase when she wrote on the whiteboard or poster board. Because of this, the researcher suggested that her mother invest in a note taking strategy that would interest Peggy (such as a small whiteboard or a recording device) so that she could use this for note taking for school. This also would increase motivation and interest in the student. Summary Overall, the time with Peggy was valuable to both her and the researcher. Going into the sessions, the researcher’s main goal was for Peggy to develop a love of reading and to comprehend each text that she came across, whether applicable to her or not. Unfortunately, this does not happen in five sessions. This is a skill that must be worked on over time, and the researcher hopes that as Peggy continues to work on this, her love for reading will grow. During their sessions, Peggy showed immense promise as a reader, however, she also seemed to want to impress the researcher with her ability and by always having the correct answer. While this is not a bad desire, it can often get in the way of really understanding the material. For Peggy, it caused her to omit and substitute many words as she read which faltered her comprehension. It also affected how she read in that she focused more on decoding than she
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