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What makes a struggling reader?

What makes a struggling reader?. Characteristics of a Struggling Reader. Exhibit difficulties in one or more of the following areas: Background experiences Oral language Decoding Fluency Vocabulary Comprehension Maintaining attention Motivation.

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What makes a struggling reader?

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  1. What makes a struggling reader?

  2. Characteristics of a Struggling Reader • Exhibit difficulties in one or more of the following areas: • Background experiences • Oral language • Decoding • Fluency • Vocabulary • Comprehension • Maintaining attention • Motivation

  3. How many of our students are struggling readers? Percent of Students who Scored at the Basic Level on the ’07 TN/MSA Percent Grade Level

  4. Introducing…

  5. Background • Over 100 years of experience combined • Wide variety of experiences in the field of teaching • National and international experience

  6. Why? • Weakness in comprehension skills of 3rd, 4th, and 5th graders • Weak vocabulary means weak comprehension • Big picture • NRP concluded that vocabulary instruction does lead to gains in comprehension. • NRP concluded that one of the most effective ways to help students improve their comprehension is to teach them strategies.

  7. Ms. Zetzel: Lisa, please remind us of the question you asked before we started to read. Then read the part that answers your question. • Lisa: What did dinosaurs eat? That was question. (She scans the article.) Here’s the answer: “Some dinosaurs ate other animals of prey and others were vegetarians, eating only plants.” • Ms. Zetzel: Ok. Now explain what you learned in your own words. • Lisa: Well, I don’t get it. I thought they eat other animals, but this says they pray. • Todd: That’s silly! Animals can’t pray! • Lisa: I know, but that’s what it says. Anyhow, I thought dinosaurs ate animals, but it says here they are vegetarian and eat only plants. • Ms. Zetzel: Anyone else. Who can explain what Lisa just read? (Cooper, Chard, & Kiger, p.76)

  8. How? • Read Chapters 5 & 7 individually • Discuss Chapters 5 & 7 with your grade level and reading specialist • Discuss Chapters 5 & 7 with other grades • Workshops, modeling, co-teaching, observing other teachers/schools

  9. When? • Read Chapters 5 & 7 and discuss with your grade level and reading specialist by Oct. 31 • Meet as a whole group on Nov. 7 from 3:15 – 4:30 • Meet quarterly to discuss progress • Meet at the end of the year to discuss effectiveness • On-going workshops, modeling, co-teaching, observations

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