Monthly Archives: February 2013

Response to Chapt. 4 of Gunning’s, Assessing and Correcting Reading and Writing Difficulties

During chapter 4 Gunning mentions the use of miscue analysis. First it is called miscue analysis instead of error analysis because error has a negative connotation. Not all miscues during a miscue analysis are bad. For example if a student … Continue reading

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Response to Chapt. 3 of Gunning’s, Assessing and Correcting Reading and Writing Difficulties

The title of chapter 3 is Overview of Assessment. Throughout this chapter it talks about different types of assessment. It talks about dynamic assessment, formative or summative assessment, norm-referenced, criterion-referenced, etc. But what caught my eye was mentioned early in … Continue reading

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Response to Chapt. 2 of Gunning’s, Assessing and Correcting Reading and Writing Difficulties

An important issue that plays a role in struggling readers is memory. This is a very important topic for me because throughout my schooling this problem had occurred consistently. I would often have to read sentences and pages four to … Continue reading

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Response to Chapt. 1 of Gunning’s, Assessing and Correcting Reading and Writing Difficulties

For a period of time learning disabilities were recognized by using a discrepancy definition.  This discrepancy definition distinguished students with learning disabilities to have a significant difference between their measured ability and their achievement.  This posed a problem because students … Continue reading

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