Supporting Struggling Readers in the ClassroomPosted: November 14, 2012
This post has been inspired by a wonderful resource recommended to me by Leslee, our Literacy Leader at CLPS: Guiding Readers and Writers, by Irene C. Fountas and Gay Su Pinnell.
I find it challenging to consistently engage low literacy students who need extra scaffolding to find success in Reading Workshops in guided and independent work. This post contains some ideas for fostering your struggling readers’ approach to independently selecting, reading and engaging with literature, thus supporting their continued development in reading.
1. Keep track of ‘Reading Conferences’ with lower-level readers, give regular feedback
Direct, relevant and regular feedback is the single most important teaching practice that we can employ as practitioners. Giving lower-level readers the opportunity for regular 1:1 teacher-student conferences is therefore of utmost importance. I also utilise our morning meeting roster as a conference roster for my struggling readers, letting them know when I plan to read with them (informally, or formally assessed).
2. Communicate with parents and establish expectations for a consistent home-reading program
Regular feedback at home, combined with a daily routine, is equally as important as feedback and engagement with reading in the classroom. Supporting parents with the home reading process is something that I focus on in my initial meetings with them, and continue to deliver feedback on during the year via parent-teacher interviews and report comments. Unfortunately, for some of my students, this has proved to be the most challenging aspect of our reading program.
3. Encourage good role-models for reading
One technique I have used to cater for different reading abilities is seating them with confident readers in the classroom. I often find that any research-driven, whole group learning activities, are best supported with these mixed ability pairs. By strategically placing students in the classroom, I support elements of my practice and encourage less willing readers to emulate their peers’ reading behaviours.
4. Expect organisation for independent reading activities
Setting high expectations and a firm routine is essential to preparing lower-level students for independent work. Uninterrupted guided reading time with other ability groups is essential to individual student progress; it should not be comprimised by students who find it more difficult to begin independent tasks. I often check-in with my lower-level group at the beginning of each reading group to check that they have the materials they require, and that they are aware of the expectations for the learning activity. This extra support teaches them the skills needed, over time, to become independent learners.
5. Make books accessible in your classroom
A variety of text types (linked to your integrated/project-based) theme for the unit you are teaching, gives students more opportunity to become involved in the books around them and increases the possibility of engaging students by sparking a personal interest. As well as sourcing books from the school library, try placing relevant hyperlinks online (for example, via a class wiki) where all students can access relevant information from anywhere, any time.
Lastly, one more technique I have recently implemented is the ‘Post-it Book Review’, whereby students who have read a topic-specific text in the classroom write a few short sentences on a large post it note about why they enjoyed the text. Other students can then choose books based on their peers’ reviews. I have really enjoyed reading their reviews too!
As always, I’d love to hear your feedback in the comments section below.
What challenges do you face when teaching reading in your classroom?
Which strategies have you found useful in supporting your struggling readers?
Are there any tools/resources not mentioned here that you have found success with?