Chapter 8 Summary 1

Chapters 8 Summary

Nathan L. Tamborello

The University of Houston

Summer 2018 – CUIN 7331

Chapter 8 Summary 2

Chapter 8 of Darrell Morris’ Diagnosis and Correction of Reading Problems considers a

few cases of reading problems, which introduces real-life scenarios of reading diagnoses and

tutoring for six students in grades 3-8. A majority of the chapter is designated as “corrective

cases,” which Morris defines as “garden variety” cases of reading disability in the following

areas: word recognition, comprehension, and fluency. Each case includes 3 facets: 1) an initial

reading diagnosis for the child based on available testing data; 2) a lesson plan specifically

created for the individual child that utilizes tools from the toolbox of teaching techniques; and 3)

an in-depth description of the child’s first two tutoring lessons followed by a 2-month follow-up

progress report on the child’s scenario.

The first case introduces Walter, a fourth-grade child reading at a second-grade level.

This is an instance of word recognition problems in the early grade. Walter shows particular

difficulty with his knowledge of word patterns and is inconsistent in spelling short-vowels and

lacks knowledge of low-frequency vowel patterns. His plan includes word study as a major

component – in particular, reviewing short-vowel patterns. The second case follows Wendy, who

is a seventh-grader reading at a fourth-grade level at best. Like Walter, Wendy also has an

underlying problem of word recognition, but hers is more severe. In word study, her correction is

centred around decoding multi-syllable words by introducing closed and open syllable patterns

and conducting exercises focused on syllable recognition.

Morris continues on to present the cases of Cory and Carol, who have a comprehension

problem in the early and late grades, respectably. Both of their lesson plans include guided

reading, both silent and orally, to measure for comprehension and writing in order to put their

comprehension and reading to work.

Chapter 8 Summary 3

The last two cases are of Faye and Frank, who both have problems with fluency. Their

main plans included guided reading and repeated reading especially to play a major role in their

fluency.

The main thing that I found Morris repeating over and over through each cases was the

importance of two things: the use of guided reading and the use of repeated readings. In the early

and later grades, Morris used guided reading to allow the tutor to demonstrate for the child how

the fluency of the author’s prose should be read – to allow the child time to figure out the pattern

of the words and rhythm of the works. He also utilized a 1 + 1 + 1 scenario to demonstrate the

reading, have the child read orally, and have the child read silently. Morris stated that not only

did the demonstration allow the child to follow along with the tutor, but it sped up precious

instructional time to allow the tutor more time for other activities instead of progressing slowly

through the books.

Morris frequently used repeated readings in his tutorings to allow the child to read

through the passage, reflect on their missed/skipped words, and read more slowly the second

time around. The student’s fluency always increased upon the second reading, whether the child

slowed their pace down or had become more familiar with the words and rhythm of the reading

upon the second go around.

Throughout the tutoring cases, we are shown rather specifically how to allow children to

increase fluency and comprehension through the use of games and exercises. However, I think

the main takeaway of the games is that the child was interested in the content of the exercises –

the tutor played to the child’s interests to get the child into the activity. Morris also used a lot of

pre-teaching and prediction strategies in topics the children were interested in to get them more

motivated to want to continue their lesson the next time.