Struggling Readers

Struggling Readers and Writers

Synthesis:

HInchman and Sheridan-Thomas

Chapter 5

Students develop reader identities very early on. Once they are determined, it is very difficult for them to change their thinking about themselves. Students get hung up on the fact that they think there can be only one correct answer. They are afraid of getting the answer wrong, of messing up on a word, or of appearing dumb in front of their peers. This is often why students do not ask for help or participate in class discussions. Teachers can help students by showing how they themselves as well as other students can struggle with texts. Then, they show them how to improve. Also, ideally, teachers weave comprehension and connection questions with problem questions so that it becomes a normal part of the classroom environment. Students often think that they are alone in their struggle and need to see that others have trouble and that they can work together toward their goals. Students and teachers should both work toward identifying and working toward reading goals for the school year.

Chapter 15

This chapter discusses the issue of textbook reading. Most students are not particularly interested in reading textbooks, no matter what the subject. However, textbooks can be useful tools for both teachers and students. Students need to have textbook reading strategies embedded in their learning that is explicit. These strategies should include a gradual release of teacher guidance so that students can learn to glean information from dense expository texts (such as college textbooks or work training manuals) in the future. Students should be taught the helpful features and how to use a textbook for their particular class. Teachers can make it more relevant to them by focusing content around big questions, using anticipation guides, and proposing problems. In addition, teachers can use technology and other non-textbook materials in order to supplement the material. 

Chapter 18

The text covers three main ways to help teachers to differentiate. The three main lenses are multiple intelligences, universal design for learning, and sheltered instruction observation protocol.  Differentiated literacy means the way that teachers respond to learner differences. The theory of multiple intelligences includes the idea that there 3 main learning styles: visual, auditory, and kinesthetic. It also refers to the 9 complementary spheres that students can have varying degrees of intelligence: verbal-linguistic, bodily-kinesthetic, visual-spatial, musical, logical-mathematical, intrapersonal, interpersonal, naturalistic, and existential. Universal design for intelligence comes from brain research. It is a design to help all students that was originally meant to specifically help students with physical and cognitive disabilities. Now, it is a way in which teachers can help all students achieve success through high expectations. It has three key principles: multiple means of representation, multiple means of action and expression, and multiple means of engagement. UDL tries to focus on using technology in learning to help all students in unique ways that can be focused on individual needs. The final method for differentiation discussed in this text is Sheltered Instructional Observation Protocol (SIOP). This is a method that strives to teach subject-area content to ELLs while they are learning English. This method has also been useful to the learning of all students, not just ELLs. This method focuses on elicit instruction and leveled scaffolding. SIOP has 8 steps: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review and assessment. This method firmly believes in focusing on content and vocabulary for each lesson.

Fisher and Frey-Struggling Writers

Many students struggle with writing. This article covered several different ways to help students with writing. An important issue that the text addressed was that writing instruction can often be overlooked. Writing instruction needs adequate time for students to develop their skills: just like reading. However, sometimes in classes reading takes more precedence. One way that students can find more confidence in writing is through interactive writing. This is a skill that is usually mainly focused toward elementary school students, but could also work well with older students. This involves sharing the pen and students and teacher work together to work through the process of writing. Another strategy is power writing in which students write as many words as they can think of about a topic in order to generate lots of ideas.

Response:

Text to self: As an ELA teacher, dealing with struggling readers is an issue in my classroom every day. I must learn to work toward establishing a more positive attitude towards reading through helping students to reestablish positive reading identities.

Text to text: These chapters relate to one another because they all deal with different types of students who struggle with different elements of education. In addition, these chapters discuss other topics that have been addressed in our earlier readings; including, vocabulary, academic texts, and gradual release of student work.

Text to world:

The world of secondary education poses many problems for children. However, with adequate, explicit instruction that is embedded in the curriculum, students can be successful. With any skill, much of the battle is focused in self-esteem. A positive environment is crucial for students to thrive.

 

Questions:

1. How can teachers work from the beginning to build positive reading identities for all students?

2. How do you differentiate?