Different Strategies to Inspire Struggling Readers

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Different Strategies to Inspire Struggling Readers

• Faculty Mentor Dr. Hui-Yin Hsu
• Jacqueline Maddalena, Kimberly Rengifo, Joseph
  Droge, and Lacresha Cooke

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Problem Statement

• Teaching students to read can become problematic
  as a result, that task of teaching a struggling
  reader to read becomes even more of a challenge.
  The teacher must then be aware of other methods
  or approaches of engaging and inspiring their
  students. This can be done through the
  integration of various forms of texts and
  learning resources.

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• It is known, that each student has their own way
  of learning, and it is the teachers job to
  differentiate that material to the students
  learning styles. There are various different
  strategies that can be implemented into teaching
  the students to read at, or above grade level.
  Some of these approaches include graphic
  organizers, family involvement, life long
  learning, age appropriate trade books,
  technology, and different forms of the arts.

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There are five research-based language arts
strategies that teachers use to successfully
teach content area information.

1. Previewing vocabulary content.
2. Developing questions as guides.
3. Using realia which are concrete objects or
   manipulatives.
4. Retelling and summarizing.
5. Creating visual representations.

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Creating a language intensive program that
focuses on developing skills of reading, writing,
listening and speaking.

• Scaffolding
• Modeling
• Needs-Based Instruction
• Book-Rich Environment
• Cross-Age Reading
• Home/School Connection
• Motivation

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Promote Lifelong Learning

• Teachers can develop lifelong learning traits in
  students
• By bridging the gap between what students
  already know and can do and what they need to
  accomplish.
• By modeling to students that reading is more than
  simply saying words correctly.
• By providing struggling readers with an
  environment that encourages them to read and
  write without feeling intimidated.
• By finding out what kinds of print are familiar
  to children and build on them.
• By building a cumulative literacy culture in the
  classroom that draws on each child's home
  experiences with print while simultaneously
  expanding the two worlds.
• By creating centers within the class that are
  enriched with examples of genres appropriate in
  the settings (e.g., coupons, recipes, phonebook,
  calendar, and play money in the kitchen) as
  well as blank papers (e.g., a notepad in the
  kitchen, message pads in the office).
• By building on literacy strengths and genre
  knowledge children bring from homegenre has
  proven to be one important means of bridging the
  known to the new.