Analyzing Reading Behaviors

Hello readers!  Carla from Comprehension Connection here to talk about the importance of being a kid watcher.  Why?  Well, analyzing your students' reading behaviors can be a helpful piece of information to guide your instruction. Take a look at the pictures below.  Do you ever see your students looking like these?

The answer to that question for me is...yes.  In fact, I see it fairly often. Although I hate to see it, I do think that the signs are necessary to know whether our instruction is Too Easy, Too Hard, or Just Right.  Keeping the Goldie Locks Principle in mind applies to so many elements of teaching, and when we are at the Just Right level, students are working at the optimal level for progress.

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As I prepared to write this post, I happened to come across this great anchor chart (which I plan to have my students place in their interactive notebooks).  I love Karen's explanation of what reading of each type of book looks like for the student.  Selecting appropriate reading material is a difficult thing to do for many students, but what an important step in becoming a reader.  Real readers know when a book is appropriate for them (and enjoy the book if it is just right.)

But what about other areas of learning?  Are their signs that we need to watch for?  If so, what do they mean?

As I complete a reading assessment of students, one important component are the observations I make. I work hard at being attentive to the signs below and record them in my notes or on the running record forms. Kid watching, take notes, and monitoring error types help you identify skill weaknesses. Below are the behaviors that I make note of when I am testing, listening to my students, or discussing with them:

1. Pointing-At some reading stages, pointing is recommended, but once the student reaches the transitional reader stage, the tracking of print happens with the eyes only. Pointing is a sign for the upper grades that the level of the text is pushing them a bit too much.
2. Head Movement-Watch if the child moves his/her head left and right as he/she reads.  You can mention and work on this in later lessons, but students do this rather than tracking with eyes.
3. Rubbing eyes, hair, or clothing- These are frustration or anxiety signs that the material may be too hard or a sign of fatigue.  Reading is hard work, and when children tire, it may be time for a break. Continued body language such as this is a sign the materials too high in level.
4. Pleading for Help-I see this normally when I'm checking comprehension.  The child looks around the room as if the answer will fall off the wall.  (again...frustration sign)
5. Fidgeting in Chair-May be sign of fatigue or distraction, but can also be a sign that the child is hitting frustration.
6. "Are we done yet?"..."How much longer?"-These questions are an indication that the child is done.  Bring things to closure at this point.  
7. Frequent Rereading-This is important to note because of the impact on fluency and comprehension.  If a child returns back repeatedly to get a running start, they lose meaning.

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In addition to these frustration signs during oral reading and assessments, I also keep tabs on my students behaviors related to strategies.  I like the indicators on this checklist and find the form helpful to use as I talk with parents.  You may find it helpful too. (I apologize for the blurriness of the image).

I appreciate you visiting today, and I hope these ideas help you recognize the hidden messages our students show with their behaviors.  They may not be disrupting, acting out, and avoiding for nothing.  They may be trying to give you the sign that they are struggling.  

Have a great week!