SSR - Strategies for Struggling Readers

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SSR - Strategies for Struggling Readers

• Prepared and Presented by
• Jennifer Rush
• National Consultant
• Harcourt Achieve

Provided by Joan Betto Sales Representative 1-800
-782-2512 ext 3337905 Jennifer Brown Sales
Representative 1-800-782-2512 ext 3336062
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Agenda

• Who are struggling readers?
• What do struggling readers need?
• To read a lot
• Texts they can read
• Read fluently
• To develop thoughtful literacy
• Extensive and improved instruction
• Strategies for Struggling Readers
• Questions Answers

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The woggily thenk squonked zurrily mire the herp.

• What squonked?
• How did it squonk?
• Where did it squonk zurrily?
• What kind of thenk is it?

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Things We Can Read From A-Z
A B C D E
F G H I J
K L M N O
P Q R S T
U V W X Y/Z
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The National Reading Panel has released a report
of its findings highlighting the breakdown of how
Americas children learn to read

• 5 learn to read and write with ease.
• 20-30 learn to read relatively easy once they
  enter school and begin formal instruction.
• 60 have difficulty learning to read.

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Did you know????

• 33 of 8th grade students were reading at a
  proficient level.
• 25 were reading below a basic level

-Donahue, Voelkl, Campbell, and Mazzeo, 1999 and
the 1998 National Assessment of Educational
Progress
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Who are struggling readers?

• Characteristics include

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Struggling Readers
I cant I dont know how
Id rather I dont care
Jobe, R. Dayton-Sakari, M. (1999). Reluctant
Readers, pp.16-30. Allen, Janet, (2000). Yellow
Brick Road, pp. 31-42.
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Assessment and Evaluation
Assessment (assess to sit beside)-process of
gathering information about what students know
and can do.
Evaluation (evaluate to determine the
significance, worth, or condition)-process of
interpreting and making judgements or inferences
about the data collected through assessment.
Assessment (observing/collecting data) informs
Evaluation (making judgments/inferences) which
leads to Action (making informed
teaching decisions) which leads to
Enhanced student performance!
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Assessment Quad
Anecdotal records Retellings Oral reading
records Miscue analysis 1 to 1 readings
Writing samples Self-assessment Reading
journals Reading responses
Observation Of Process
Observation Of Product
Contextualized Measures
Decontextualized Measures
Checklists Cloze activities Informal reading
inventories Reading attitudes surveys
Standardized Tests State Tests Competency
tests Vocabulary, spelling, phonics tests
Adapted from Johnson, Field, Mickelson, Preece,
1991
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Differentiation of Instruction
Teachers can differentiate
Content
Process
Product
according to students
Readiness
Interest
Learning Profile
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Options for Differentiation of Instruction
Readiness

1. Add or remove scaffolding
2. Vary difficulty level of text supplementary
   materials
3. Flexible time use
4. Vary direct instruction by small group
5. Adjust proximity of ideas to student experience
   or background knowledge

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Options for Differentiation of Instruction
Interest

1. Give choice of mode of expressing learning
2. Use interest-based mentoring of adults or more
   expert like peers
3. Give choice of tasks and products
4. Give broad access to varied materials and
   technologies
5. Encourage application of broad concepts and
   principles to student interest areas

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Motivating Reluctant Readers
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Motivating Reluctant Readers

• Create a book rich environment
• Provide a wide variety of reading materials
• Provide a low stress environment
• Give opportunities for choice
• Foster personal connections and authentic
  relevance
• Allow social interaction

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Jigsaw Groups
Expert Group Greece
Expert Group Maya
Expert Group Rome
Expert Group Egypt
Jigsaw Groups
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Allowing for Choices in Reading
Adapted from Michael Opitz, Reaching Readers,
2001
Independent Reading 1 2 3
Listening Center 1 2 3
Language Workshop 1 2 3
Computers 1 2 3
Choices you make
Special Project 1 2 3
Word Zone 1 2 3
Writing 1 2 3
Read with a partner 1 2 3
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Options for Differentiation of Instruction
Learning Profile

1. Create an environment with flexible learning
   spaces and options
2. Allow working alone or with peers
3. Vary teacher mode of presentation (visual,
   auditory, kinesthetic, concrete and abstract)
4. Adjust for gender, culture, language differences
5. Use multiple modes of assessment

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What Really Matters for Struggling Readers
Richard Allington

• Kids need to read a lot
• Kids need books they can read
• Kids need to learn to read fluently
• Kids need to develop thoughtful literacy
• Kids need extensive reading and writing
  instruction
• Kids need improved classroom instruction

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How we learn
Think about something you learned to do in the
recent past that was nonacademic (skating,
cooking, computing). Answer questions below
based on this experience.

• How did I learn this?
• What and who helped me?
• What hindered me?

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Gradual Release of Responsibility
TO
WITH
BY
Modeled
student
(I do-You Watch)
Shared
(I do You help)
Guided
(You do I help)
Independent
teacher
(You do I watch)
Mooney, 1990
Pearson and Gallagher, 1983
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Hocked gems financing him, our hero defied the
scornful laughter. Think of it as an egg, not a
table. he said. Then three sturdy sisters
sought proof, forging over vast calmness, and
sometimes over turbulent peaks and valleys, until
at last welcome winged creatures appeared
signifying monumentous success.
Christopher Columbus
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B-K-W-L-Q (Allen, 2002)
Build Background What do I know? What do I want to know What did I learn? What new questions do I have?
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Reading Writing
Brainstorming Beginning Middle End

Adapted from Fletcher Portalupi, Nonfiction
Craft Lessons
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Levels of Word Knowledge

• The student
• has never seen the word.
• has heard the word, but does not know what it
  means.
• recognizes the word in context as having
  something to do with.
• knows the word well.
• can use this word appropriately in a sentence.

Taken from Assisting Struggling Readers in
Building vocabulary and Background Knowledge
J. Irwin 2001.
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What is Fluency?

• FLUENT readers group words quickly to help them
  gain meaning.
• FLUENT readers read aloud effortlessly and with
  expression.
• FLUENT readers sound natural when reading aloud,
  as if they are speaking.
• FLUENT readers read text accurately and quickly.

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Why is fluency such a problem?

• Not explicitly taught in the classroom
  (Allington, 1983)
• Wide use of round-robin reading (Opitz
  Rasinski, 1998)
• Automaticity vs. Fluency (LaBerge Samuels,
  1974)
• Lack of orchestration of cueing systems (Clay,
  1991)
• Limited reading of appropriate level text
  (Allington, 2001)
• External monitors (Allington, 2001)

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Strategies to support fluency

• Modeled Reading
• Shared Reading
• Guided Reading
• Oral and silent reading of easy or familiar text
• Repeated oral reading
• Listening centers
• Teachers knowledgeable of teaching strategies
  (Strickland, Ganske, Monroe, 2002)

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All readers, those who struggle and those who
dont, need to be taught the strategies that
proficient readers naturally use to construct
meaning from text. -Harvey, S. (1998).
Nonfiction Matters, pg 77.
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Rule for Brain

• The mind can pay conscious attention to only one
  thing at a time.

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7 Comprehension Strategies

• Activate prior knowledge
• Determine importance
• Ask questions
• Use sensory images
• Draw inferences
• Synthesize
• Use fix-up strategies Keene Zimmerman,
  1997

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Strategies for Struggling Readers

• Graphic Organizers
• Questioning
• Read and Retell
• ReQuest
• Summarizing and Synthesizing
• Extra Time Readers

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Graphic Organizers
Problem / Solution Cause / Effect Question /
Answer
Hierarchical Relationships
Sequential
Descriptive
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Biography Square
Describe your subjects family. What were the parents like? What were their occupations? What was the educational background of your subject? Schools? What advantage/disadvantages did this person have in his schooling? What were your subjects main strengths? What were his special talents or skills? How were they developed? How did they help to make your person famous? Would you describe this person as a hero? What reasons do you have?
Explain in detail what this person did. What major issues were a concern? What were the consequences of your subjects accomplishments? What proof is there that those accomplishments have made a difference? Tell about one important event in your subjects life that was an obstacle to overcome. Describe how it was overcome and the difference it made. Summarize this persons major accomplishments.
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Questioning Strategy
Questioning engages readers especially in
relation to difficult or uninteresting material.
If readers look for answers to their questions,
the focus on the text and their mind is less
inclined to wander. Asking questions gives
reticent and struggling readers control over
their learning. -Tovani, C. (2000). I
Read It, But I Dont Get It, pg 85.

• Teacher generated
• Text generated
• Student generated

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Types of Questions
In the Book In the Head
Right There Think and Search Author and Me On My Own
Words from the questions and words from the answer are in the same sentence or in two sentences next to each other. Words from the questions and words from the answer are in separated sentences, paragraphs or pages. Words from the book are in the question, but the answer includes ideas from your head and ideas from the book. The questions can be answered without reading the book.
Adapted from Strickland, Ganske, Monroe,
Supporting Struggling Readers, 2002.
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Read and Retell
A Star is Born

• Part One Predict
• Part Two Read
• (Pages 1-6 Power Up Level 1 The Worlds
  Greatest Showman)
• Part Three Retell
• Part Four Share and Compare

Brown, H. Cambourne, B., 1987)
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ReQuestor Stump the Teacher

• Read a short section of text.
• Teacher models the strategy.
• Students generate questions about the text and
  teacher answers questions.
• Teacher generates questions about the text and
  students answer the questions.
• Discussion of what types of questions are being
  asked.

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In A Nutshell!

• Students read a section of text.
• After reading, they need to summarize what they
  have read.
• State the main idea.
• Just the facts, not a lot of details.
• It must be in their own words.
• It must fit in a nutshell!

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Extra Time Readers

• Allington not only suggests enhancing expert
  instruction but also increasing it.
• Adding a second daily lesson
• Extended school day efforts

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Light an intellectual fire in the mind of a child
and it can continue to give off heat for the rest
of the childs life and that warmth might even
help to make the world a little bit better place
in which to live. .Howard Gardner