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Struggling Reader Profiles*

This research by Valencia and Buly (2004) examines the challenges faced by struggling readers among a random selection of 108 fifth graders who did not pass their state tests. The study identifies key reading profiles and needs, categorizing students into groups such as Automatic Word Callers, Struggling Word Callers, Decoding Word Stumblers, Slow Comprehenders, Slow Word Callers, and Disabled Readers. It offers insights into their instructional needs, emphasizing the importance of comprehension, vocabulary, and fluency strategies. The findings aim to guide effective tutoring plans and improve reading outcomes.

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Struggling Reader Profiles*

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  1. Struggling Reader Profiles* Data from 5th graders. Valencia, S.W., & Buly, M.R. (2004). Behind test scores: What struggling readers really need. The Reading Teacher, 57(6), 520-531.

  2. Research info • Random selection of 108 students who did not pass state test • None receiving ELL or SPED support • Diagnostic reading assessments • Cluster Analysis • BRI examples of students reading • What do you think are their reading issues and needs?

  3. Automatic Word Callers • Can decode words quickly and accurately • Fail to read for meaning • Instructional needs • Comprehension • Slow down • Focus on meaning • Academic vocabulary

  4. Struggling Word Callers • Trouble with comprehension • Trouble with word identification • Read words too quickly and didn’t monitor or self-correct. • Needs instruction and practice in both oral and written language • Independent reading • Academic language • Comprehension • Decoding

  5. Word Stumblers • Difficulty with word identification • Good comprehension • Reading was slow. • Need • Word identification • Practice reading

  6. Slow Comprehenders • Almost 25% of students in the sample • Strong decoder • Comprehension at grade level • Develop reading stamina • Read short and extended texts • Fluency building: guided repeated oral reading, partner reading

  7. Slow Word Callers • Difficulty with both comprehension and fluency • Many ELLs • Good decoding • Academic vocabulary • Practice reading as grade level • Read for meaning • Comprehension strategies

  8. Disabled Readers • Difficulty with word identification, meaning, AND fluency • Smallest group in study • Beginning levels of word identification • Practice reading easy materials • Comprehension strategies

  9. Your Tutoring Plan • Assessment • How will you determine the student’s strengths and weaknesses? • Instruction • What do you need to do to teach this student?

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