Currently, Coleman has the most problems still with words that do not phonetically make sense.
A friend and professor at UWG writes,
"Most words which do not "follow the norm" need to be learned as sight words. Just like the multiplication tables, simple repetition often works best if done in a format halfway interesting to the reader. Remember that the 300 most used words in English make up roughly 67% of ALL written text!"
(Here's a list of those 300 words plus the next 300 most widely used words, known as Fry's Word List:
http://www.uen.org/k-2educator/word_lists.shtml . Also included at bottom, are a list of 220 words, prepared by E.W. Dolch, generally make up from 50 to 75 percent of the reading material encountered by students. )
A friend and professor at UWG writes,
"Most words which do not "follow the norm" need to be learned as sight words. Just like the multiplication tables, simple repetition often works best if done in a format halfway interesting to the reader. Remember that the 300 most used words in English make up roughly 67% of ALL written text!"
(Here's a list of those 300 words plus the next 300 most widely used words, known as Fry's Word List:
http://www.uen.org/k-2educator/word_lists.shtml . Also included at bottom, are a list of 220 words, prepared by E.W. Dolch, generally make up from 50 to 75 percent of the reading material encountered by students. )
Does Coleman get to hear himself read? He should practice a short passage (200 wd. max.) until he's reading at 100 wpm min. WITH fluency and some expression. Keep at the same passage until he's proficient at this using a tape recorded and a passage just below his reading level. (See: S. J. Samuels' Repeated Reading Procedure in The Reading Teacher journal) It works wonders."
I could not find Samuel's article freely available - but I did find this article reviewing his technique and variations: http://forpd.ucf.edu/strategies/stratfluency.html
I could not find Samuel's article freely available - but I did find this article reviewing his technique and variations: http://forpd.ucf.edu/strategies/stratfluency.html
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