Struggling readers: issues and solutions

2012 ◽  
pp. 276-291
Author(s):  
Claire McLachlan ◽  
Tom Nicholson ◽  
Ruth Fielding-Barnsley ◽  
Louise Mercer ◽  
Sarah Ohi
Keyword(s):  
Struggling Readers

Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

2017 ◽  
Vol 2 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Struggling Readers ◽  
Morphological Awareness ◽  
Reading Acquisition ◽  
Fourth Grade ◽  
School Age ◽  
Academic Vocabulary ◽  
Motivation To Read ◽  
Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

Phrase-Reading Mediates Between Words and Syntax in Struggling Adolescent Readers

2019 ◽  
Vol 41 (3) ◽  
pp. 162-175 ◽  
Author(s):  
Patsy Nomvete ◽  
Susan R. Easterbrooks
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Ability ◽  
Reading Rate ◽  
Hierarchical Regression ◽  
Syntactic Awareness ◽  
Adolescent Readers ◽  
Struggling Adolescent Readers ◽  
Positive Significant Correlation ◽  
Passage Reading

The components involved in adolescent reading are complex and not clearly understood in struggling readers. Phrase reading, a language skill associated with prosodic understanding of syntactic phrases, has received little attention. We studied 70 adolescent readers including delayed readers to answer the following questions: (a) Do phrase-reading ability, syntactic awareness, passage-reading rate, and reading comprehension have a positive, significant correlation; (b) Do language-related variables (i.e., phrasing ability, syntactic awareness) account for more of the variance in comprehension than passage-reading rate; (c) Does phrase-reading ability, as measured by phrase-level prosody, provide a mechanism for, or at least partially mediate, how passage-reading rate and syntactic awareness affect reading comprehension? Data were analyzed using hierarchical regression and mediation regression. All answers were affirmative suggesting that researchers studying adolescent struggling readers should investigate prosodic phrasing-reading ability as a tool for improving reading comprehension.

scholarly journals Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities

2021 ◽  
Vol 11 (5) ◽  
pp. 209
Author(s):  
Olga Arias-Gundín ◽  
Ana García Llamazares
Keyword(s):  
Learning Disabilities ◽  
Early Detection ◽  
Struggling Readers ◽  
Learning Problems ◽  
Effective Practices ◽  
Review Of The Literature ◽  
Monitoring Methods ◽  
Students At Risk ◽  
Prevention And Early Detection ◽  
Rti Model

(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. (3) Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. (4) Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problems.

Constructing reading proficiency and struggle through tracked contexts

2018 ◽  
Vol 17 (3) ◽  
pp. 182-198
Author(s):  
Julie E. Learned ◽  
Mary Jo Morgan
Keyword(s):  
Young People ◽  
Struggling Readers ◽  
English Language ◽  
Reading Proficiency ◽  
State Standards ◽  
Reading Difficulty ◽  
Content Type ◽  
English Curriculum ◽  
English Classes ◽  
Students Attitudes

Purpose This paper aims to report on a study investigating how young people and teachers interpreted reading proficiency and difficulty across different tracks of English language arts in the sole high school serving a culturally diverse city. Design/methodology/approach For six months, the researchers observed in three hierarchically tracked English classes. Participants were three teachers and 15 focal youths. The researchers also conducted semi-structured and open-ended interviews and collected classroom artifacts and students’ records. Findings Despite adoption of the Common Core State Standards and a school-designed common English curriculum, both of which were to contribute to shared literacy objectives, students and teachers built highly contextualized understandings of reading proficiency, which diverged across tracks and mediated instruction. Across tracks, however, deficit discourses about reading struggle persisted, and students and teachers attributed difficulty to students’ attitudes and behaviors. Young people never described themselves in negative terms, which suggests they resisted the deficit labels tracking systems can generate. Originality/value Findings extend research by showing how literacy-related tracking contributed to exclusionary contexts through which students were unproductively positioned at odds. Findings suggest a need for renewed rigor in the examination of tracking practices, particularly how notions of reading difficulty/proficiency position youths and mediate literacy instruction. Despite deficit conceptions of “struggling readers” across the school, youths never described themselves negatively and accepted reading difficulty as normal; how youths achieved such resourceful stances can be further investigated. These research directions will support the creation of English contexts that invite all youths into inquisitive, critical and agentive interactions with texts and each other.

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