"In this session, the student and I began by looking at more word roots, and talked about examples of derivative words in which these roots could be seen. We then discussed the passage that she had read for this session. By her answers, she showed that she understood the events in the passage well. She identified one aspect of the author's attitude toward the subject of the passage, but did not notice that the author's view was not only one-sided, but was tempered by additional information in the passage. I pointed out the part of the passage in which the author's views were complicated and expanded upon, and she and I discussed this. In the second part of this session, the student and I looked at two poems. She had no problem understanding the general events in the two poems. We examined details and images in the poems, and how the language used in the poems contributed to their effect. On her first time reading, she sometimes had not noticed small details in the poems, but, with prompting, did a good job looking back in the poems to find her answers. As with the prose passage we worked on, she can continue improving on feeling comfortable with contradictions and paradoxes. When reading, she misread a few longer words as different words - she should remember to read slowly and carefully, and not to read quickly over unfamiliar words but to try to use context to understand them and to re-read a section if necessary. In the final part of the session, she and I worked on reading through another longer passage of fiction. Overall, she did very well in understanding both the plot of the passage and the attitude of the narrator. She also did a good job reading between the lines for small details that were not explicitly stated. I left her with the passage to finish reading, three more reading comprehension passages, and additional poems to work on if she has time."