Students tell us that when we give them interesting materials that they can read without too much difficulty, they will read (Ivey & Broaddus, 2001). Reacting immediately but thoughtfully, the teacher suggested that the student echo read with her—that is, the teacher read a line of text and the student repeated it. New York: Guilford. Elementary School Journal, 101, 121–165. Unfortunately, in the past year or so, we have received a disconcerting number of reports from middle schools and high schools that have adopted reading programs focused on these basic elements of reading. Washington, DC: National Institute of Child Health and Human Development. Reston, VA: Author. For instance, you might discover that some of your students need help in all five areas, others struggle mainly with motivation, others read fluently without comprehending what they're reading, and others would be served best by an extra emphasis on vocabulary. Cunningham, J. W. (2001). Teaching children to read. 1703 North Beauregard St. Effective instruction for adolescent struggling readers: A practice brief. Have teachers or other fluent readers read aloud to students. Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J. Francis, D. J, Rivera, M. O., Lesaux, N. (2007). When planning special reading classes, tutoring services, after-school programs, or other assistance, be flexible, and resist the temptation to assemble these elements into a rigid formula or a one-size-fits-all reading intervention. Fish faces. Teachers and parents should read aloud to students, from middle school-appropriate texts including news and sports articles, pausing often to share thoughts and explain the mental strategies they use to find meaning. Portsmouth, NH: RMC Research Corporation, Center on Instruction. AdLit.org is an educational initiative of WETA, the flagship public television and radio station in the nation's capital, and is funded by Carnegie Corporation of New York and by the Ann B. and Thomas L. Friedman Family Foundation. Journal of Adolescent & Adult Literacy, 42, 372–381. The authors provide background on the importance of cognitive strategy instruction with its emphasis on teachers' using empirically validated learning strategies to help struggling learners become more strategic. But such instruction cannot happen in the context of programs that focus narrowly on decoding skills. “I read it but I don't get it”: Comprehension strategies for adolescent readers. Certainly, some students in the upper elementary grades through the high school grades still struggle to actually read the words they encounter. If they need any help at all with the basic mechanics of reading, they tend to be better served by what's known as "word study," which is slightly more advanced than phonics instruction.1. If reading instruction for these students means more drills on word recognition and letter-sound relationships—and less thoughtful, strategic reading for real purposes—the students will likely become even less inclined to read on their own. 3 years ago Reply to Susie Hi Susie! Registered in England & Wales No. Southern Regional Education Board (2009). Phone In all our work with older struggling readers, we have not come across a single student who would benefit from phonemic awareness training or phonics instruction. Short, D. J., & Fitzsimmons, S. (2007). If you have struggling readers in your classes (and many of us do) as you consider how to teach reading to middle school students, try to find-age appropriate materials for them to read. Baltimore, MD: Brookes. The complex world of adolescent literacy: Myths, motivations, and mysteries. Journal of Literacy Research, 34, 189–208. But today, such companies as Scholastic (http://scholastic.com) and Wright Group (www.wrightgroup.com) have produced a plethora of nonfiction materials that are easy enough for beginning readers but interesting enough to engage even high school students. Rather, teaching about thoughtful reading should happen in every class and throughout the school year. (1998). Reflections on teaching struggling middle school readers. An interactive and connected approach, such as word study, enables students to manipulate key words from their reading and begin extending generalizations to unfamiliar words, thereby strengthening not only reading skills but also writing and spelling skills (Bear, Invernizzi, Templeton, & Johnston, 2003.) Students work briefly with a teacher to investigate words with long vowel patterns found in these books. In short, after students have gained a certain degree of competence with word recognition, working with phonemic awareness and phonics becomes a dubious use of instructional time. Click on keywords to see similar products. Recent evidence indicates that although interventions are often targeted at younger grades, Heller, R. and Greenleaf, C.L. Students often need to be shown, explicitly, that many of the words they read share common prefixes (such as pre-, pro-, and auto-), suffixes (such as -ology, -ous, and -ism), and roots (such as -ped, used in "pedal" and "pedestrian"). The role of text in classroom learning. Yet we know of situations in which middle school students who lag just one or two grade levels behind in reading are herded through six-week crash courses on phonemic awareness. Wu, N. (1993). Do students find any relevance in the reading and writing curriculum in my school? Coming across the word "transition," for example, they might read "trans" "um, trans-lation." (Eds. Asking questions is another great reading comprehension strategy. Baker, M. I. As former reading teachers and as literacy researchers, we have known older struggling readers too numerous to count. For instance, middle school or high school students still struggling to spell predictable long vowel patterns in one-syllable words can read popular fiction picture books, such as Chip Wants a Dog (Wegman, 2003) and Willy the Dreamer (Browne, 1998), or visual nonfiction texts, such as Fish Faces (Wu, 1993). A multicase study in the middle school: Complexities among young adolescent readers. Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Alexandria, VA 22311-1714. Does it make students want to read more? New York: Guilford. Continued practice in using and writing the selected words, a process reinforced by students' reading selections, strengthens and builds on this new understanding of long vowel patterns. Students should spend most of their school reading time with texts that they can read and want to read. Supporting phonemic awareness development in the classroom. Upper Saddle River, NJ: Merrill/Prentice-Hall. Reading Research Quarterly, 36, 350–377. A reading specialist is the best person to help a teen with this issue. Teaching reading is not like targeting and curing specific medical illnesses, Cunningham suggests. Don't just have students memorize word lists, though — they'll have an easier time learning and remembering words that they see and use regularly. But our experience does not show that such specific interventions can help us grow competent, strategic, purposeful readers. Harvard Educational Review 78:107-154. Washington, DC: Alliance for Excellent Education. This study explored middle school teachers’ perceptions of struggling readers, including influences such as: understandings of components and factors relating to reading difficulties; views of struggling readers’ behaviours and affect; classroom implications of their difficulties; and feelings of both competency and responsibility in the teaching of struggling readers. It is crucial to encourage as much success as possible when children are learning to … Susie 3 years ago I would love to hear suggestions for teaching reading to struggling year 5 and year 6 students. The next day he selected the same text and read it again enthusiastically—this time independently. Effective literacy instruction for adolescents. Washington, DC: Alliance for Excellent Education. Show students how to break multi-syllabic words into recognizable parts. Word study: For adolescents who read at a very low level, Effective Instruction for Adolescent Struggling Readers, The Scope of the Adolescent Literacy Crisis, Improving Literacy Instruction in Your School: The Essentials, Make It a Priority to Assess Students' Literacy Skills, Teaching Reading and Writing in the Content Areas. Effective instruction for adolescent struggling readers: A practice brief. ACT (2006). Booklet with lessons and materials for teaching older struggling readers. Address In response to the National Reading Panel report (2000), it appears that weighty decisions to bombard struggling readers with phonemic awareness and phonics instruction have been hastily applied across the grade levels, with little thought about the purpose of such instruction and with little evidence to support its effectiveness. (2000). Have teachers or other fluent readers read aloud to students. We have observed students becoming less enthralled with reading as they move through the middle grades (Baker, 2002) and have also studied what would make reading more appealing to these students (Ivey & Broaddus, 2001). Portsmouth, NH: RMC Research Corporation, Center on Instruction. In S. Neuman and D. Dickinson (Eds. Portsmouth, NH: RMC Research Corporation, Center on Instruction. The Reading Teacher, 54(2), 130–143. Struggling readers—and even those who have no difficulty reading—need ongoing explanations and discussions about the process of reading and how to make sense of what they read. PrefixSuffix.com has many useful lists, explanations, and background information about common prefixes, suffixes, and root words. And when it comes to learning new words, less is more — teach students 5-10 words at a time, rather than overwhelming them with 20-30. Although research indicates that phonemic awareness is a good predictor of success with beginning reading, the Panel's report found that phonemic awareness training and phonics instruction produce the most benefits for young students, with diminished results for older students.
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