Show Notes
In this episode, I talk about what happens when students can read parts of a longer word, but the reading breaks down under the load of a sentence or passage.
Using an example from one of my students, I walk through what it sounds like when the middle of the word drops out and why that happens.
Key Idea
A student may be able to read a word in isolation, but that doesn’t mean they fully know and own it.
When cognitive load increases, gaps in automaticity emerge.
What This Looks Like
Students read the beginning and ending of a word, but miss the middle
Substitutions like gently for genuinely
Words change when reading in connected text
Errors increase in passages compared to word lists
What I Do
Require students to break down 3+ syllable words in isolation
Slow the process down and attend to each part of the word
Listen carefully for substitutions and approximations
Increase the amount of connected text students read
Why It Matters
If we don’t stop and address these errors, students continue reading inaccurately without realizing it.
Paying attention to errors tells us what the student needs next.
Final Thought
When words get longer, and reading falls apart, it’s not random; it’s information.
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