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SUMMARY OF
CHAPTERS 2029: Locating and
Correcting

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Reading
Difficulties

Chapter 20: Voicing, Lip Movements, Finger Pointing, and Head Movements
Recognized by:

When reading silently, there is visible lip movements are voicing out of the text
When reading orally or silently, student points to words with his fingers or moves his
head while reading

Discussion:

The student continually voices or moves his lips while reading

Will not probably gain enough reading speed
Often it can be detected, but the easiest way to know is to ask them
Very slow silent reading is a sign that a student may be voicing words, but is not enough
evidence
Is often an indication that the reading material is too difficult
Easier reading materials will help you determine whether it is by habit or it indicates that
the student is reading at his frustration level
Can interfere with comprehension

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Normal for beginning or remedial readers

CHAPTER 21: Word Meaning/ Vocabulary Knowledge Inadequate

Recognized by:

the student does not understand the meaning of words commonly understood by
students of her age level
may be reflected in poor test performance and vocabulary knowledge
reduced reading comprehension

Discussion:

theres a strong relationship between vocabulary knowledge and comprehension

stages of vocabulary knowledge
o no recognition of word
o has heard of the word
o recognizes the word in context
o knows well the meaning of the word in the context the word appears
o knows the multiple meaning of the word

CHAPTER 22: Comprehension Inadequate

Recognized by:

unable to answer questions about the subject matter

unable to retell what he has read

Discussion:

the meaning gained from what is written in the text

three methods
o bottom-up
o top-down
o interactive
Factors that affect comprehension
o Readers knowledge
o Readers interest
o Readers purpose
o Readers ability
Comprehension subskills
o Develop mental images

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o Recognize main ideas

o Recognize important details
o Follow directions
o Predict outcomes
o Recognize the authors organization
o Read critically
Assessing Comprehension Ability
o Written works, ability to answer questions, and participations in discussion
o Standardized tests in field of reading: vocabulary and comprehension

GAME:
Material: Short Story, KWL Chart
Procedure:
1.
2.
3.
4.
5.
6.

Give them key words from the text

Make them fill up the What I Know column
Then the What I Want to Know column
Give the reading materials to the students
Give them time to read
After reading ask them, to fill up the last column What I Learned

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CHAPTER 23: Low Rate of Speed

Recognized by:

Unable to read as many words per minute as would be a normal student her age on a
certain reading material

Discussion:

Harris and Sipay (1990) reported the median reading rates for students as determined
by several different standardized reading tests
Average

Grade Level
Median Reading Rate
2
86
3
116
4
155
5
177
6
206
7
215
8
237
9
252
12
251
Speed of reading is an important component of reading fluency

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CHAPTER 24: Inability to Adjust Reading Rate

Recognized by:

The student reads at the same rate regardless of the type of material

Discussion:

Many people are in the habit of reading all kinds of material at one speed
Read slowly on more difficult materials
Determine whether the reader is reading at the same speed through a speed test

Speed
Comprehension

Reading Rates of Skilled Readers

Difficult Material
Easy Material
200-300 WPM
250-500 WPM
80-90%
70%

Skimming
800 +WPM
50%

CHAPTER 25: High Rate of Reading at the Expense of Accuracy

Recognized by:

Student reads quickly, but with poor recall

Discussion:

Reading at a high rate of speed is desirable at times

Many students are not able to adjust their reading rate downward as the reading material
difficult
Occasional student in the lower elementary grades who reads at a rate that impairs
accuracy

Game:
Materials: show-boards markers
Procedure:
1. The teacher groups her students into two
2. The teacher will then give them show-boards and markers
3. The teacher will ask the students comprehension questions from the text they were
presented during the activity
4. The students will raise to write and present their answer in the show-boards
5. The first to get a certain score is the winner.

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Chapter 26: Inability to Skim or Scan

Recognized by:

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unable to get the general understanding of the reading material through rapid, superficial
reading (skimming) or too find specific information (scanning)

Discussion

Skimming and scanning are reading strategies to accomplish specific objectives

Can be an effective way for students to preview reading materials that they need to
carefully read later
Scanning requires less comprehension

CHAPTER 27: Inability to Locate Information

Recognized by:

Students is unable to locate information on the World Wide Web, encyclopedias, card
catalog or computer files in the library, almanacs, atlases, and other sources

Discussion:

Almost a necessity for students in the intermediate grades and up to be able to use
some of the sources of information listed
Teacher can locate the types of difficulties through questioning

CHAPTER 28: Undeveloped Dictionary Skills

Recognized by:

unable to locate words in the dictionary, use diacritical markings in determining the
pronunciation of words, or find the proper meaning of words or find

Discussion:

students needs to be proficient in a number of other dictionary skills in order to make the
dictionary a useful tool.
Dictionary can be useful tool for independent word analysis
Skills students should learn
o Use of guide words
o Use of accents
o Use of syllabication
o Interpreting phonetic respellings
o Using cross-references
o Determining plurals
o Determining parts of speech

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Determining verb tense

CHAPTER 29: Written Recall limited by Spelling Skill

Recognized by:

Unable to spell enough words correctly when engaging in purposeful writing

Discussion:

Reading ability is far more important and may be enhanced through teaching
generalizations
symbols

sounds

Meaningful
sounds

Student knows the sounds of the word but do not know how to write the appropriate
symbol
The highest frequency words counts for 60%,, and 1000 words make up nearly 90% of
the words make up nearly 90% of the words used in daily writing. Yet spelling programs
may present students with more than 10,000 words. (Sitton, 1990)
There is reasonably high correlation between reading and spelling ability
Suggestions based on research:
o Not helpful to group and teach words based on phonic generalizations
o Not helpful to teach students to spell words that are newly introduced
o Not helpful to teach too many spelling rules
o Not helpful to color-code parts of words
o Not helpful to spell orally
o Helpful to teach words students knew the meaning of
o Better to teach the whole word by than by parts
o Helpful to write the words frequently
o Teach spelling rules that are more applicable to a lot of words
o Best to have students use modalities

Game:
1. The teacher will group the students into two.
2. For each round a student will represent their group.
3. The teacher will read a sentence, and repeat a certain word that is part of the sentence
twice.
4. The game will go on until all member of the group had the chance to participate.
5. The group that have the most points wins the game.

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REFERENCE:
Shanker, James L. & Ekwall, Eldon E., Published: (2003), Locating and
correcting reading
difficulties 8th Edition., New Jersey: Pearson
Education, Incorporated.

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