Educator Insight: Helping Struggling Readers in the Classroom

A recent response on the Education Week Teacher blog by Larry Ferlazzo  has become a series of answers to the question, “What is the best way to help struggling readers?”  One recent post featured suggestions from three prominent educators of national prominence:  Regie Routman, and Laura Robb, and Kylene Beers.  Each of these educators offer suggestions for helping struggling readers:

Regie Routman believes that it is crucial to get the “right” (one that engages him more than one that is the correct reading level) book into the hands of struggling readers.  Then, Routman, requires regular, amble time for uninterrupted reading.

Laura Robb believes that it is important to balance instructional and independent reading by following ten suggestions that include Instructional Reading, Independent Reading, Choice, Teacher Reading Aloud, and others.

Kylene Beers is sold on using a great one-size-fits-all reading program school-wide that remediates the weak areas for its struggling readers. Then, they individualize the support that each child needs by picking and choosing from among a list of things that would help him.  That list includes things like reading aloud to students, talking with them about what they are reading, and requiring that they actually read.

Related articles

• Early Intervention for Struggling Readers (uzimacommunityblog.wordpress.com)
• Educator Insight: Research About What Works with Struggling Readers (uzimacommunityblog.wordpress.com)

 

Early Intervention for Struggling Readers

Best Practice Weekly’s website recently posted a video that explained findings from an article by a Florida State University professor published in Better Evidence-Based Education.  The research reinforces the notion that the earlier interventions are made with struggling readers, the better the chances are that weaknesses can be overcome.

The video suggested research-based practices for teachers and  “outside help”:

Teachers should deliver a balanced core literacy program that includes all of the following:

• Phonics Instruction
• Comprehension Work
• Small Group Work
• Individualization
• Regular Monitoring of Student Progress
• Flexible Grouping to Address Deficiencies

“Outside Help” includes parents, volunteers, and aides who need to be aware of  the following:

• Must Be Trained in How to Help Students
• Should Provide Interventions That Are Aligned with Classroom Instruction
• Should Emphasize Phonics
• Have Students Re-Read Engaging Books (not introduce new books)
• Maintain Records to Help Monitor Student Progress
• Provide Adequate Time for Interventions

See the Best Practice’s link to access the Companion Teacher Planning Guide and other pertinent materials.