LITERACY INSTRUCTION FOR OLDER STRUGGLING READERS: WHAT IS THE ROLE OF TECHNOLOGY?

2004 ◽  
Vol 20 (2) ◽  
pp. 123-144 ◽  
Author(s):  
Ted S. Hasselbring ◽  
Laura I. Goin
Keyword(s):  
Struggling Readers ◽  
Literacy Instruction ◽  
Older Struggling Readers

Discussions of Literacy Intervention Experiences

2018 ◽  
pp. 104-122
Keyword(s):  
Struggling Readers ◽  
Literacy Instruction ◽  
Developmentally Appropriate ◽  
Individual Case ◽  
Intervention Strategies ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Reading Behaviors ◽  
Effective Strategies ◽  
Comprehensive Literacy

This chapter presents a discussion of varying experiences of intervention sessions with struggling readers. It includes vignettes of children at the elementary level who are at risk for reading failure due to struggles in one or more conceptual areas of learning how to read. The vignettes highlight some opportunities that exist within an intervention session to develop effective strategies for strengthening literacy skills. This chapter focuses on pedagogical methodologies in literacy instruction and intervention, working directly with struggling readers. The vignettes of reading behaviors of struggling readers illustrate how literacy instruction and intervention uses tools for developmentally appropriate literacy intervention strategies built upon the literature related to a balanced and comprehensive literacy framework presented in the previous chapters. Furthermore, this chapter includes effectively designed strategies to help children strengthen literacy skills and discussions about literacy intervention experiences based on these individual case studies of struggling readers.

Visiting the Zone of Proximal Development

2018 ◽  
pp. 27-40
Keyword(s):  
Instructional Practices ◽  
Struggling Readers ◽  
Literacy Instruction ◽  
Literacy Development ◽  
Traditional Approach ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Learning And Development ◽  
Reading Behaviors ◽  
Children's Reading

Decades ago, Lev S. Vygotsky introduced us to a view of learning and development, and how they are interconnected, which has supported our understanding of how children learn new things. This view has been the foundation for a tool used for teaching to this day. This chapter visits the zone of proximal development (ZPD) and examines the view of the traditional approach to literacy instruction, designed to support emerging as well as struggling readers. It describes the gulf between those tasks children have mastered in their literacy development and new tasks to be introduced with scaffolded support. It references the observation of children's reading behaviors during instruction and identify interactions that suggest behaviors requiring attention to being solidly in the child's ZPD. The chapter concludes with a discussion about the connection between research and instructional practices.

scholarly journals Effective Literacy Instruction for Adolescents

2002 ◽  
Vol 34 (2) ◽  
pp. 189-208 ◽  
Author(s):  
Donna E. Alvermann
Keyword(s):  
Critical Literacy ◽  
Struggling Readers ◽  
Literacy Instruction ◽  
Adolescent Literacy ◽  
Subject Area ◽  
School Level ◽  
Elementary Grades ◽  
High School Level ◽  
General Audience ◽  
The Board Of Directors

This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past year to underscore the need to continue literacy instruction beyond the elementary grades. Posted originally to NRC's web page ( http://nrc.oakland.edu ), the paper argues that adolescent literacy instruction, if it is to be effective, must address issues of self-efficacy and student engagement with a variety of texts (e.g., textbooks, hypermedia texts, digital texts) in diverse settings. It must also attend to the literacy demands of subject area classes, to struggling readers, to issues of critical literacy, and to participatory instructional approaches that actively engage adolescents in their own learning.

Strategic Intervention for Expository Texts: Teaching Text Preview and Lookback

2016 ◽  
Vol 1 (1) ◽  
pp. 99-108 ◽  
Author(s):  
Teresa A. Ukrainetz
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Struggling Readers ◽  
Expository Texts ◽  
Informational Texts ◽  
Strategic Choices ◽  
Expository Discourse ◽  
Teaching Text ◽  
Broad Domain

Students must understand, learn from, and compose diverse genres of oral and written expository discourse for many purposes. From this broad domain, speech-language pathologists (SLPs) need to make strategic choices that will result in their students becoming more independent, capable learners. This article explains the important role of learning strategies in dealing with informational texts and how SLPs are suited to teach strategies to struggling readers. Specific attention is given to two simple strategies that can make noticeable differences in student learning: text preview and lookback.

The Role of Motivation Theory in Literacy Instruction

2018 ◽  
pp. 233-251 ◽  
Author(s):  
Ana Taboada Barber ◽  
Karen C. Levush ◽  
Susan Lutz Klauda
Keyword(s):  
Literacy Instruction ◽  
Motivation Theory

scholarly journals Avid versus struggling readers: co-construed pupil identities in school booktalk

2009 ◽  
Vol 18 (3) ◽  
pp. 281-299 ◽  
Author(s):  
Katarina Eriksson Barajas ◽  
Karin Aronsson
Keyword(s):  
Struggling Readers ◽  
Social Practice ◽  
Reading Speed ◽  
The Other ◽  
Reception Studies ◽  
Literary Reading ◽  
Reader Reception ◽  
The One ◽  
Self Presentations

In the present article, we argue for a combination of reader reception studies and discursive psychology that we would like to call discursive reception studies: that is, discursive-psychological analyses of reader reception data. Such approaches provide possibilities to analyse the role of social interaction in the co-construction of the reading of a given book (or talk on a film or other reader reception data). Drawing on detailed analyses of video-recorded teacher-led booktalk sessions in grades 4—7, pupils’ self presentations and other types of co-construed categorizations of readers are examined and discussed in relation to the pupils’ and teachers’ co-construction of two contrasting categories of reader positions: avid readers ( bokslukare ; literally, book-devourers), on the one hand, and struggling readers , on the other. These categorizations in turn involve two different sets of continua in terms of the participants’ (pupils’) spontaneous positionings: one based on motivation (willing versus unwilling readers) and one based on reading speed (fast versus slow readers). Both sets of contrasting categories involve implicit local hierarchies, yet these two continua do not necessarily overlap. An important finding is that the position of a fast reader does not imply the position of a book-lover. Through detailed examinations of the participants’ co-construed local hierarchies in booktalk, this study documents ways in which discursive reception studies may contribute to a deeper understanding of reading as a situated social practice. Our findings have implications for teacher training, with respect to the promotion of literary reading among children.

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