I would diagnose these readers as being proficient readers. Proficient readers are both effective and efficient according to Weaver. In order to be effective, they must construct meaning from the sentences. To be efficient, as long as they are not "wasting their time to create meaning." After looking at the responses, it seems as if the readers were not struggling to create meaning. They seemed to have made few errors, while picking up on the key words within the text. However, it is difficult to know for sure without seeing all of their miscues.
If these students were in my class I would have them make their own connections, and think about if and how their responses made sense. I would then ask them questions from the text in order to monitor their comprehension strategies. If these students are reading without many miscues, and they are still able to make meaning of the text they will continue being proficient readers. However, if they begin to struggle with vocabulary and reread sentences repeatedly, and were unable to make meaning, I know that the text may be at the reader's frustration level. In this case, I would analyze the miscues in order to see the next needed steps in order for them to be successful. To improve reading fluency, I would write down critical words within the text they seemed to be missing repeatedly. I would write these words on Band-Aids and they would have to repeat the word, as well as use it within a sentence throughout the day. In my class we call these, "sight word boo-boos". My students love them and it really allows them to get excited about reading, plus all first graders LOVE Band-Aids. To improve comprehension strategies the students and I would implement literacy circles. After reading and completing the literacy circle, they could create puppets and scripts in order to retell the story.
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