Topic: Helping Struggling Readers
Possible Questions:
How do you, as a
teacher, help struggling readers close the knowledge gap without jeopardizing the success and academic growth of the rest
of the class.
Are there particular
strategies or resources that seem exceptionally effective?
What do you do when
you know you need to move on for the whole class, but there are a few students
who just haven’t gotten the hang of the present material yet?
How do you keep that
gap from widening?
Do you ask parents of
struggling readers to help? How do you approach that situation?
People to Interview:
The first three people
listed below work at Malibu Elementary School, where I did my practicum. I hope
these teachers will be able to offer their solutions from their experiences in the
classroom. The fourth person listed is a long-time family friend and special ed
teacher. She may be able to provide some ideas that a general ed teacher would
not typically consider.
Fourth Grade General
Ed teacher: Ashley Sweatt, Virginia Beach, VA
Elementary School
Reading Specialist: Beth Estill, Virginia Beach, VA
First Grade General E
Teacher: Kristina Price, Virginia Beach, VA
Special Ed teacher: Marcia Brumfield, Columbus, Ohio
Titles of Articles You Plan to Use:
A
Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling
Readers in Early Elementary School. By Lynne Vernon-Feagans,
Kathleen Gallagher, Marnie C. Ginsberg, Steve Amendum, Kirsten Kains, Jason
Rose, and Margaret Burchinal.
Understanding
the Silence: Struggling Readers Discuss Decisions About Reading Expository Text. By
Leigh A. Hall.
Moving
Out of Silence: Helping Struggling Readers Find Their Voices in Text-Based
Discussions. By Leigh A. Hall.
Instruction
for Struggling Readers Contains Multiple Features. By
Barbara J. Walker
Nancy, I think this is a great topic and gives you a lot of room for exploration. I struggled with this as a classroom teacher even in Kindergarten, where the gaps aren't really that wide yet. What do you do when you get to third, and some students can barely read while others are at a high DRA? This is where differentiation comes in, but at some point you do have to move on as a class. There is intervention for those that are PALS identified, but what about those who aren't identified at the beginning of the year (the only time they are tested) but still truly need the help? I would be very interested to read your findings.
ReplyDeleteBTW, Beth Estill came to our school several times this year to offer her help and advice. She and her resources are wonderful- I will always go back to them!
Nancy, in your “what I already know” section of the paper, I hope you will discuss some of the strategies (from the class text and prior knowledge) that you think might help (or not help in the form of critique). I also wonder if you’ve looked at how small group instruction can help struggling readers.
ReplyDelete