Coby's Reflection to Taberski's On Solid Ground Chapter 6

Sharon Taberski brings up an interesting point in the sixth chapter of her book On Solid Ground. She states that it is good to use running records, retellings, and reading discussions at the same time when reading with a child so that those strategies can be used as checks and balances to see why a child is not comprehending the text.

For example, Taberski's says that sometimes the child does not understand what the text means and at other times the child substituted too many words and the meaning has been compromised. The only way to know the difference would be to use more than one strategy at the same time. If not, the teacher will only know that the student does not comprehend the text but he or she will not know why.

In order to solve a problem a person needs to know what they problem is. I find Taberski's point interesting because I never thought of it before. I realized that besides knowing that a child is or is not comprehending the text a teacher also needs to know what the problem is.