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Video Transcript: Reading

[opens on students in class]
Student, reading out loud: Dutch and English both.

Teacher: What did we learn in that paragraph? Please paraphrase that last paragraph.

[cut to Henry, a seventh grade student, searching through his reading materials, teacher waiting at the blackboard]

Dr. Mel Levine: Henry, what would you say would be your weakest thing?

Henry: Understanding.

Dr. Levine: Understanding...?

Henry: Reading.

Dr. Levine: And maybe it's understanding language?

Henry: No, understanding like, when I read, I don't pay attention. I don't, like, when I read, I read it but then they ask me to say what it was about, I won't--I won't say it.

Dr. Levine: Why?

Henry: I don't know, 'cause I don't, I forget about it.

Dr. Levine: uh-huh

Henry: I don't understand it.

Dr. Levine: OK. It's hard to remember things you don't understand.

Henry: Yeah.

Dr. Levine: Right.

Dr. Levine: It's not unusual to have a child whom if you interrupt her after every couple of sentences and ask her a question about what she's reading she gets it right. And then if you ask her after a page to summarize what she just read, she can't remember any of it. And you can see some pretty significant disparities between understanding and remembering during reading.


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