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Understanding Struggling Readers: Characteristics and Strategies for Improvement

Explore the characteristics of struggling readers, including difficulties in decoding, fluency, vocabulary, and comprehension. Learn how to support students' reading skills through effective strategies and interventions. Join us to discuss methods for helping struggling readers succeed.

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Understanding Struggling Readers: Characteristics and Strategies for Improvement

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  1. What makes a struggling reader?

  2. Characteristics of a Struggling Reader • Exhibit difficulties in one or more of the following areas: • Background experiences • Oral language • Decoding • Fluency • Vocabulary • Comprehension • Maintaining attention • Motivation

  3. How many of our students are struggling readers? Percent of Students who Scored at the Basic Level on the ’07 TN/MSA Percent Grade Level

  4. Introducing…

  5. Background • Over 100 years of experience combined • Wide variety of experiences in the field of teaching • National and international experience

  6. Why? • Weakness in comprehension skills of 3rd, 4th, and 5th graders • Weak vocabulary means weak comprehension • Big picture • NRP concluded that vocabulary instruction does lead to gains in comprehension. • NRP concluded that one of the most effective ways to help students improve their comprehension is to teach them strategies.

  7. Ms. Zetzel: Lisa, please remind us of the question you asked before we started to read. Then read the part that answers your question. • Lisa: What did dinosaurs eat? That was question. (She scans the article.) Here’s the answer: “Some dinosaurs ate other animals of prey and others were vegetarians, eating only plants.” • Ms. Zetzel: Ok. Now explain what you learned in your own words. • Lisa: Well, I don’t get it. I thought they eat other animals, but this says they pray. • Todd: That’s silly! Animals can’t pray! • Lisa: I know, but that’s what it says. Anyhow, I thought dinosaurs ate animals, but it says here they are vegetarian and eat only plants. • Ms. Zetzel: Anyone else. Who can explain what Lisa just read? (Cooper, Chard, & Kiger, p.76)

  8. How? • Read Chapters 5 & 7 individually • Discuss Chapters 5 & 7 with your grade level and reading specialist • Discuss Chapters 5 & 7 with other grades • Workshops, modeling, co-teaching, observing other teachers/schools

  9. When? • Read Chapters 5 & 7 and discuss with your grade level and reading specialist by Oct. 31 • Meet as a whole group on Nov. 7 from 3:15 – 4:30 • Meet quarterly to discuss progress • Meet at the end of the year to discuss effectiveness • On-going workshops, modeling, co-teaching, observations

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