Understanding Students’ Strengths and Weaknesses

Not all struggling readers exhibit the same challenges. Some may grapple with phonics and phonological awareness; for these students, I focus on teaching word sounds and emphasize prefixes, suffixes, and affixes.

Other students may have difficulties with vocabulary, prompting me to either introduce key terms beforehand or provide lessons on using context clues to decipher unknown words.

To assist with context clues, I utilize a technique known as the Cloze test, where I remove a word from a passage and ask students to fill in a suitable synonym. Using Zoom's annotation tools, I can simply cross out the word and invite students to suggest what might fit.

Personal observations are valuable for identifying a student's reading strengths and weaknesses, but assessments are also necessary to pinpoint these areas. Although my students sometimes feel overwhelmed by testing, initial assessments are crucial for determining which skills need reinforcement.

My district employs the i-Ready Diagnostic Test, an adaptive tool that measures students' reading comprehension, phonics, and vocabulary skills. While it can be lengthy and sometimes yields lower scores due to its demanding nature, it remains a useful resource. Other notable assessments include DIBELS and AIM-Sweb, focusing more on fluency. In special education, I have access to a variety of assessments, but the most effective ones are those used sporadically to inform instruction.

Chunking

Previously, I approached reading simply to complete it, often forcing my way through entire chapters without grasping the material. However, chunking—reading smaller sections of text—has proven to enhance comprehension. Students engage better when we stop after a paragraph or two, allowing for deeper analysis and discussion.

This method has been particularly challenging with longer texts, as we often have to dedicate entire lessons to reading. Yet, it's more effective to delve deeply into a single page than to skim through a whole chapter.

The more complex the text, the more often I utilize chunking. I gauge student engagement and adjust my pacing accordingly. According to literacy expert Timothy Shanahan, chunking should gradually increase in size, allowing struggling readers to eventually tackle larger sections independently.

Chunking not only aids reading comprehension but also enhances memory. Dr. Ryan Anderson from Psychology Today explains that our short-term memory can typically hold about seven pieces of information at once, making it easier to remember complex information by breaking it into manageable chunks.

Check for Understanding Questions

While chunking is important, it’s equally essential to incorporate check-for-understanding questions. I prefer to integrate these questions into worksheets that accompany the chunks of text, avoiding the inconvenience of flipping back to the end for answers.

Bloom’s Taxonomy categorizes questions by complexity. Initial check-for-understanding questions should be straightforward, focusing on basic recall, such as:

• Who is…?
• Which statement is true or false?
• What occurred after…?

Even if a student answers incorrectly, I use scaffolding techniques to encourage them to explain their reasoning. I refrain from accepting responses without further inquiry, asking students “why?” or “how did you arrive at that answer?”

C.R. Adler from Reading Rockets describes check-for-understanding questions as a form of metacognition, teaching students to monitor their comprehension. Providing adequate wait time for responses is crucial; I’ve learned to allow ten seconds or more for students to think before answering. If silence extends beyond twenty seconds, I move on, but I recognize the need for students to process their thoughts.

Modeling

Modeling involves demonstrating fluent reading and comprehension strategies for students. A common approach is the "think-aloud," where an educator verbalizes their thought process when encountering questions or challenges.

After reading a passage, I often pause to model my thinking. For example, when analyzing an excerpt from To Kill a Mockingbird, I might say:

“I see the author uses ‘misery’ to describe the Radley house, suggesting the family is unhappy. The term ‘predilection’ is unfamiliar, but context clues indicate it relates to their preference for solitude. Thus, ‘predilection’ likely means preference. The phrase ‘principal recreation’ implies Maycomb is quite religious!”

To model effectively, I must demonstrate my thought process live for students. During my first observation, I failed to show my thinking in real-time, instead presenting a pre-prepared answer. As a result, I received a “developing” rating, which was justified.

Heather Marie Moriarity from SUNY Brockport emphasizes that modeling fluent reading strategies is vital for developing student fluency. She highlights that modeling caters to various learning styles, allowing visual learners to see fluent reading and auditory learners to hear it. Furthermore, students gain clarity on instructor expectations through modeling, which focuses on skill development rather than just content delivery.

Gradual Release

The concept of gradual release in education involves progressively transferring responsibility from the teacher to the student. Initially, the “I do” phase involves direct instruction. Next comes the “we do” stage, where the class practices together. Ultimately, students should be able to work independently in the “you do” phase.

I implement gradual release using graphic organizers to illustrate concepts and relationships. For instance, I utilize a graphic organizer for A Raisin in the Sun, guiding students through the initial sections while allowing them to take more ownership as they progress.

Graphic organizers offer numerous advantages, as outlined by Jennifer Gonzalez from Cult of Pedagogy, who notes that they help students process information visually and verbally. I demonstrate how to complete the first few questions on the organizer, modeling my thought process in front of the class.

During the “you do” phase, I often showcase a student’s exemplary work to encourage participation. While some students may hesitate to share, I ask for permission to display their responses, promoting a collaborative environment.

Releasing struggling readers to work independently can be challenging. To monitor their progress, I use tools like Google Chrome extensions to ensure they stay on track and to identify any gaps in understanding.

Final assessments, such as exit tickets, allow students to demonstrate their learning by answering overarching questions using the resources from their graphic organizers.

When a student struggles, there is a temptation for parents or teachers to intervene and provide answers. However, this often hinders genuine learning. In a virtual setting, it’s crucial to plan time effectively for each activity. I've found myself talking too much, often at the expense of student practice time. The focus should always be on the student as the learner.

Timothy Shanahan raises important questions regarding how much guidance to provide during the “we do” phase and how gradual the release should be. Instead of viewing this process as linear, we must accept that learning a complex text requires ongoing back-and-forth engagement.

Ultimately, Shanahan encourages us to frame complex texts as solvable problems rather than adopting an all-or-nothing mindset about comprehension. Struggling readers may not grasp a text on their first attempt, but with the right tools and motivation, they can persevere.

Utilizing Accessibility Tools

It's important to acknowledge that teachers cannot always be present to support students. They juggle numerous responsibilities, while parents may also face various obligations. Therefore, it's vital to equip struggling readers with tools they can use independently to thrive.

One effective tool I've introduced is the Read&Write Toolbar for Google Chrome. This extension is beneficial for a diverse range of learners, including those with disabilities and English language learners. It facilitates both reading and writing tasks.

The Talk&Type feature allows students to speak into their devices, translating their words into text. This tool has significantly aided students who prefer verbal expression in conveying their understanding through written assignments.

The Text to Speech tool is particularly useful for reading, enabling students to highlight text for auditory playback. They have control over playback, allowing them to pause or resume as needed.

If the Text to Speech tool isn’t effective, the Screenshot Reader serves as a backup option, albeit slower. For students who are easily distracted, the Simplify tool removes ads and offers translation and dictionary functionalities.

As a Google Chrome extension, the Read&Write toolbar is free to use, making it an accessible resource for all. Personally, I enjoy utilizing the Talk&Type feature to alleviate the burden of excessive typing.

Key Takeaways

Teaching struggling readers to comprehend grade-level texts is a formidable challenge. It requires making complex texts more accessible and accommodating for students. Despite the difficulties, success is achievable.

As a teacher, I often grapple with the reality of ninth graders reading at kindergarten or first-grade levels. While I’ve felt frustrated by my limitations, I’ve learned to accept what can be accomplished within a single school year, given the number of students I teach.

In my second year, I now possess the skills and techniques necessary to adapt readings effectively for my students. The essence of these strategies is that teaching struggling readers must be proactive and hands-on.

I’ve discovered that I cannot lecture for extended periods. Assigning independent reading as homework has often resulted in minimal completion rates. Most of my students have developed skills primarily during our class time.

To aid struggling readers in understanding complex tasks, the following strategies are essential:

• Understand your student's strengths and weaknesses
• Utilize chunking
• Incorporate check-for-understanding questions
• Model reading strategies
• Employ gradual release (I do, we do, you do)
• Leverage accessibility tools

While in-person instruction may simplify some of these strategies, every educator has their unique style, and each child learns differently. I hope these insights prove beneficial to both teachers and parents navigating this challenging landscape.