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What really matters for struggling readers

What really matters for struggling readers. Figuring out how to effectively teach each struggling reader to read - Dr. Richard Allington -. A struggling reader poses an instructional problem. Solving those individual instructional problems is the only solution

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What really matters for struggling readers

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  1. What really matters for struggling readers Figuring out how to effectively teach each struggling reader to read - Dr. Richard Allington -

  2. A struggling reader poses an instructional problem • Solving those individual instructional problems is the only solution • Expertise is essential for solving problems

  3. Effective instruction is the only solution • Children differ • Struggling readers differ • Intervention designs must be based on knowledge of these differences • Figuring out how to best teach each struggling reader is the essential task

  4. Two themes • Quality of reading instruction • Core program • Intervention • Quantity of high-quality reading instruction • Across school day/year • Beyond school day/year

  5. Quality • Reader/text match • Access and choice • Volume of deliberate practice • Literate conversation v. interrogation • Useful, explicit strategy instruction • Coherence/coordination

  6. High-Success Reading • Accurate, fluent, high-comprehension • 98-100% accuracy • Reads in phrases with expression • 90% comprehension

  7. Does every 4th grader (or 7th or 9th grader): • Receive 300+ minutes of High-Success core instruction every day? • Does the intervention add more High-Success reading instructional minutes?

  8. Or, do many 4th graders (or 7th or 9th): • Have desks full of books they cannot read? • Get whatever standard lesson is offered? • Go to intervention that does not extend instructional time and is not coordinated with core instruction?

  9. Quantity • Core = 90 minutes • High-quality • Intervention = Added 30-90 minutes • High-quality

  10. Intervention schedule • Before, after school • Extend the school day • Add 70-150 hours of reading lessons • Summers • Extend the school year • Add 30 days, 45-60 hours of reading lessons

  11. Why struggling readers struggle In too many schools struggling readers have: • Desks full of books they cannot read • Assignments they cannot do • Lessons designed for on-level readers • Limited quantity of high-success reading

  12. Do interventions increase minutes/ hours of HQ reading lessons? • Do they foster success in the core lessons?

  13. In summary • Accelerated growth requires adding quantity • But begin by ensuring quality of core and intervention lessons

  14. There are no miracle cures The quality and quantity of reading lessons are the key factors in designing efforts to assist struggling readers.

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