Marcus is a student who very frequently miscues by substituting words that start with the same letter or first few letters of the word in the text, but his substitutions often are not syntactically or semantically acceptable (they neither sound right grammatically nor make sense). What possible teaching strategies would you suggest to help Marcus?
If I had a student like Marcus I would first go down a reading level with him to see if the same miscues were occurring. I would read aloud the new text to the student and discuss what the student gained from the read aloud. Then I would have Marcus try reading it to me. If Marcus was to still make miscues that did not fit grammatically I would try incorporating writing into our reading group. I think writing can help students realize what mistakes they are making while reading and we can work on structure through writing. Marcus also would benefit from pair reading with someone who doesn't make the same types of miscues. Students benefit from being exposed to good literacy so through my read alouds and pair reading hopefully Marcus would gain more understanding of structure. If the problems still were happening I would create a passage with some missing words, so I could see what he would try to substitute in. We would discuss what words would work and why. This would take time for one-on-one conferencing. Hopefully one or all of these tactics would help Marcus progress.
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