1. Luke is an eighth-grade boy who struggles with reading fluency and speed. He has a history of seizure disorder and ADHD which are both controlled with medication. The IQ testing shows that he is average to above average in most areas, except for perceptual reasoning (low average) and processing speed (low). Yes, I have kids in my room with ADHD (controlled with medication) and struggling in areas of reading.
2. Luke was given a recording of a reading (recorded by tutor). After listening to a page, he was to stop and reread the page. After completing this activity for the entire chapter, he was to go back and reread the first couple of pages in preparation for the homework check. The next tutoring session Luke would read the first couple of pages and the tutor would take note of errors and his rate. During the second part of the session, the tutor and Luke would partner read. The third part of the session included re-reading. I have not used the first intervention in my classroom, but I have often used partnering reading and re-readings as a strategies to help my struggling readers.
3. The authors’ explain this discrepancy by the fact that Luke increase his use of phrasing.
4. I see a connection in the fact that when propositions are related and we are able to make a connection to previous propositions we are more easily able to make sense of the text. If Luke was struggling with phrasing correctly he may have been forming incorrect propositions and therefore the text did not seem coherent and became more difficult to read fluently.
