Of everything related to comprehension that was covered in class, I found close reading and text complexity to be the most important. Close reading essentially is comprehension, as it requires a complete understanding of the text. By rereading multiple times and breaking down individual sections of the text, the reader is able to gain increased comprehension than he or she would have otherwise. I have also reviewed my previous reflections in order to evaluate how to best correct my common mistakes in writing. After seeking out and making corrections in my citations, I feel confident that I have a decent grasp on APA formatting. I have also made a conscious effort to include more experiences of my own into the reflection to give it solid
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Students are able to catch up to the appropriate grade level more easily when they are given texts that are on their grade level, instead of their instructional level (Allington, McCuisten & Billen, 2015). Since I wanted my student to be able to read some of the book on his own, I opted to go slightly below where he should be, while still pushing him past the instructional level. Now that he has conquered that book, however, I have moved up to a slightly more challenging book that was graded as being third grade, fifth month. He proved himself capable and aware of his errors, as he often self-corrected himself, which shows that he does indeed know the basic foundation of reading development (Allington, McCuisten & Billen, 2015). Looking at the differences between the two books I have picked for my student shows me how drastic the text complexity is. Simple traits like sentence length and vocabulary vary severely (Heiber, 2015). However, there are more than only sentence length and vocabulary; depending on the age of the students, a book may be too complex because it contains abstract concepts (Hodges, 2015; Heiber, 2015). Instruments such as the Flesch-Kincaid Index or Fog Index are incapable of testing for abstract or concrete themes in books, which causes their rankings to be slightly skewed (Hodges,
Students are able to catch up to the appropriate grade level more easily when they are given texts that are on their grade level, instead of their instructional level (Allington, McCuisten & Billen, 2015). Since I wanted my student to be able to read some of the book on his own, I opted to go slightly below where he should be, while still pushing him past the instructional level. Now that he has conquered that book, however, I have moved up to a slightly more challenging book that was graded as being third grade, fifth month. He proved himself capable and aware of his errors, as he often self-corrected himself, which shows that he does indeed know the basic foundation of reading development (Allington, McCuisten & Billen, 2015). Looking at the differences between the two books I have picked for my student shows me how drastic the text complexity is. Simple traits like sentence length and vocabulary vary severely (Heiber, 2015). However, there are more than only sentence length and vocabulary; depending on the age of the students, a book may be too complex because it contains abstract concepts (Hodges, 2015; Heiber, 2015). Instruments such as the Flesch-Kincaid Index or Fog Index are incapable of testing for abstract or concrete themes in books, which causes their rankings to be slightly skewed (Hodges,