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One thing that stuck out to me was that readers take different routes when learning to read which then produces different outcomes. Learning how to read is a different experience for every child and teachers need to keep that in mind when teaching young readers.

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one thing I learned from the text is that readers can take a different route in reading and the routes can vary.

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I learned that readers can take different paths to common outcomes. I also learned that child use a language "rule" and then apply it to more and more examples and they therefore refine the use of language.

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Talking like a book is common in children who are read to often. Memorable language makes an impression on young learners and they may take it on as oral language.

Sorry I technology isn't my thing haha. I think I screwed this up.. I'm not even sure if you guys can see this????

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Caitlyn
One thing I learned or that stood out is children take different paths and get common outcomes when reading. They may substitute words or sound them out so they make sense and sound right to them. They may also use book talk and look at the pictures to create their own stories

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Clay's theory suggests that early readers look for four different sources of information in print to check against one another. They check to see if something makes sense, if it looks right, if how it is written can be said that way and if you say it, what can you hear.

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I like how Clay states that there are many different paths to common outcomes and that students "check one source of information against another to confirm a response."

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I learned that students have different paths to common outcomes. Readers must look for four different types of sources of information in print. Readers learn to look for and check one source of info against another to confirm an response.

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The Clay Model talks about sense/meaning, visual cues, sounds, and structure/grammar. These can all be used together, but overall, students use their background knowledge/experiences to understand concepts. I really like the "different paths to different outcomes" quote because there are many ways to help figure something out.

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I learned that many children do not have to necessarily need to be taught how to speak as we do as older children and adults. Children are natural observers and can pick up the different rules and the way we speak through listening to everyday conversations in their environment. But even so, its still good to offer them a little guidance if they ever get stuck.

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I learned that readers look for multiple sources to guide their reading, not just a single source. When learning to read children must cross-check these sources.

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Wow I totally messed this up- my bad!!
This reminds me where you mark on the running records. I also like how it mentioned how Clay observed children over long periods of time, as they read continuous texts. This made it seem more reliable and valid. It reminds me of what we did when I student taught in kindergarten. We would always encourage the students to think- does it make sense? does it look right? does it sound right? This was something we did through reader's workshop.

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Students look for four different types of sources or information to learn how to build an early reading process. (Sense, visual cues, sounds and structure/grammar).

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I learned that children can take many "different paths to common outcomes" or that they all have different strategies or things that they do. Clays theory of reading says that children use sense/meaning, visual cues, sounds, and structure/grammar while they read.