"Today for tutoring, the student read Chapter 1 and most of Chapter 2 of the book "Flat Stanley." He seemed to enjoy the story, laughing at some parts, and kept his focus pretty good. He struggled with about a little less than half of the words, but was able to sound most of them out with help. I want to focus on slowing down when we sounds out words. He sometimes will rush through sounding out a word and add a letter/mix up the letters when he sounds the word out, but when I told him to slow down or try it again, or pointed out his mistake ex. "that word doesn't have an 'l' in it, try it again"), he would sound the word out slower and usually get it right. As the reading went on, his speed seemed to increase a little, possibly because he was getting comfortable with the story. At certain points in the story, we would stop and talk about what was happening (ex. "Why is Stanley flat?" "What did his mother pack in the envelope with him?" etc.). I did this to see how well he was comprehending the story. When children are so focused on decoding words (like the student is), it is often difficult to comprehend what is happening in the story because most of their attention is spent on figuring out what a word is, not on what is happening in the story. He was able to answer some of my comprehension questions correctly after he read the chapter, and was always able to answer the questions correctly if I read the chapter after him, to give him a chance to just listen and enjoy the story. I thought he did a pretty good job at reading the chapters we read today, and think that if we focused on slowing down and sounding out the words/not rushing through them, he could do even better."