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When literacy skills improve, so does behavior! That’s because older struggling readers sometimes label themselves as “dumb” and can’t understand why they’re “different.” They are tired from working so hard to not see the fruits of that labor. And their behaviors cover what has become a self-esteem, self-worth issue.![]()
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When we validate their struggles, show them small successes that build into larger ones, and set and achieve goals, behaviors calm.![]()
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Students start to trust us and themselves, and success begins to breed success. ![]()
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We spend the first five days of intervention building those attitudes and a growth mindset. You can use our proven way of getting students intentionally engaged in activities that will label your class “the fun one,” while building momentum!![]()
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Check our bio for a direct link to The First Five Days of Intervention!![]()
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How do you turn it around?![]()
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Secondary struggling readers have onion layers to their deficits. The data often doesn’t indicate the real issue. But how do you know what’s motivation and what is really a skill deficit?![]()
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Two of our blog posts - Is Reading Motivation Really the Issue? and Assessments for Reading in Secondary Intervention can help you decide how to help your readers!![]()
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Read them by clicking on the blog in our bio link, and tell us how you pinpoint your readers needs in the comments!![]()
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Sometimes, on that first day of intervention, we charge in with our encouraging speech ready to go! Our assumption is that struggling readers don’t like to read. But, as Kelly Gallagher says, we are committing assumicide-making assumptions that undermine our lessons! ![]()
The fact is, there are always a few students in intervention classrooms who love to read! When we ask questions about their love for a book or author, we often find out that they have heard the book read aloud, perhaps by an earlier grade teacher. They may have even seen the movie and attempted to read the book themselves. ![]()
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We never deny that a student has read a book or loves an author! Instead, we ask if we can bring that book into the classroom for them to revisit or purchase more books by that author for them to read. Then we work those books and authors into our instruction. After all, we know the student is engaged with those texts, and in secondary reading, that’s more than half the battle!![]()
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Have you had the experience of struggling readers loving to read? How do you help them move forward without bursting their reading bubble? Let us know!![]()
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As reading interventionists, it’s important that we follow up on data that indicates that a student may be struggling. It’s always awkward to talk with a student about their difficulties when they don’t believe they have any!![]()
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When we begin speaking with older students about their strengths and areas for support, we tread lightly. We ask a lot of questions about how reading and writing feel for them. We ask about frustration points they may be experiencing, even if they seem insignificant. Sometimes they will mention something that will lead us into a conversation about underlying skills. But if they don’t, we spend a little bit of time explaining that reading is more than sounding fluent. We review the components of reading and share their data with them. We are sure to begin with the positives, explain gently, and be sure they understand that data is simply a marker in time and does not define them.![]()
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We also talk with students about their plans for the future, including post high school goals. We then invite them to join us for support. Our older readers must commit to improvement, or most will not accept the assistance. ![]()
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Once we start working with students, we make sure that they learn something new and experience success very quickly. This helps ensure their continued buy-in.![]()
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Have you had to work with students who don’t know they’re struggling? What do you do to help them accept your support? Post a tip for others below!![]()
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#middleschoolreadingteacher
A new article about teaching reading-and why it cannot be narrowed to just one approach!![]()
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ila.onlinelibrary.wiley.com
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How did I miss this from the What Works Clearinghouse? Check out the guide for Providing Reading Interventions for Students in Grades 4-9. https://t.co/8syhNgIlAG
2 key takeaways:
1️⃣ “Reading comprehension should be taught with texts worth reading – texts from which we want students to gain knowledge.”
2️⃣ “Three kinds of instruction paid ...off the most: summarizing, developing an understanding of text structure, and/or paraphrasing.”
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Children's brain activity looks different whether they are reading narrative or informational text--no surprise that classroom research suggests our instruction for these genres should be different ...too (e.g., purposes established for reading, text structures taught, ?s asked...)
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