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Interactive Reading Guide: a strategy for assisting struggling readers
Transcript of Interactive Reading Guide: a strategy for assisting struggling readers
Successful readers actively monitor what they do when they read.
"ping pong reading"- reading back and forth from question to finding the answer.
Effective study requires thinking about, organizing, or rehearsing information.
"mindless routines"- being able to answer work sheet questions without gaining any understanding of what was just read.
"consumers and extraterrestrials"- The ineffective reader will wander aimlessly through print, missing out on the fact that reading should be meaningful.
Proficient learners approach reading assignments with a clear plan.
"freeloading and first down punting"- Many students depend heavily on the teacher for insights about the subject. They apporach learning passively, being teacher directed rather than self-directed.
Comprehension is the result of thinking. Learning occurs when students construct their own thinking about a text,
"world brains and school brains"- The world brain takes up the most space in a students skull. All of life's experiences are stored here. The school brain is much smaller in capacity. Very little that enters the school brain ever gets transferred to the world brain.
We don't really have 2 brains! Good learners know that they must draw on prior knowledge as new information enters their brain in order to make sense of it. They discover that new information DOES help them to make sense of their world. Symptoms of Ineffective Learning Direct, explicit comprehension instruction in the strategies and processes that proficient readers use.
Instructional practices embedded in content - LA teachers using content-area texts and content-area teachers providing instruction in reading, writing.
Building motivation to read and learn.
Students interacting as they collaborate around a variety of texts.
Using texts of a variety of levels and topics.
Intensive writing instruction.
Using technology as a tool for literacy instruction.
Ongoing formative assessment to show how students are progressing. Elements of an Effective
Adolescent Reading Program: Balfanz, McPartland, and Shaw (2002) identified three types of struggling readers entering ninth grade: Five to 10 percent are in need of intensive extra help who read at the 2nd or 3rd grade level.
A larger group can decode, but read with limited fluency at about the 5th or 6th grade level. They have limited content knowledge.
A third group who can read and comprehend, but not at high levels and have not mastered intermediate-level skills or knowledge. These researchers concluded that all but the very lowest (who require special remediation) can be helped to become better readers. They want to appear as readers, pretend they don't care about succeeding, and often listen well or depend on others who can help them.
avoid eye contact with teacher
display disruptive behavior
rely on classmates or friends
forget books and materials
manipulate to gain teachers' positive perceptions Common Behaviors of Struggling Readers: Develop a personal rapport with the students
Help them take control of their own learning
Encourage them to read interesting texts
Talk about text and teach them to respond to their reading
Pay attention to how text is organized
Teach word learning strategies in context
Teach word parts like suffixes, prefixes, and roots
Struggling readers need to receive explicit instruction in the strategies that strong readers use. How Can Teachers Support Struggling Readers? The Interactive Reading Guide (Wood, 1988) is a cooperative reading strategy that can help struggling readers read text.
It is a variation of a study guide; teachers prepare reading material ahead of time so students have a "blueprint" for reading a demanding piece of text.
Teacher previews text - look for tricky features, pictures, charts, graphs, vocabulary, etc.
Teacher constructs interactive reading guide to be completed in groups or with a partner - designed to help focus reading, questions to make students think, make connections, and draw conclusions, and require problem solving.
Teacher puts students into cooperative groups; struggling readers should be placed in groups with strong readers.
Students can read different rates, some parts carefully and others can be skimmed. They may discuss the text as they read, instead of after the reading. Interactive Reading Guide Bibliography Irvin, J., Buehl, D., Radcliffe, B. (2007). Strategies to Enhance Literacy and Learning in Middle School Content Area Classrooms. Boston: Pearson Education, Inc.
TheDSCWay (2011, August 26). Helping struggling readers in grades 6-8. Retrieved from YouTube. http://www.devstu.org/making-meaning.
CanterYT (2012, February 7). Helping struggling readers with content area learning. Retrieved from YouTube. http://www.canter.net