Hello everyone! I hope you had a wonderful Thanksgiving Holiday!
In this week’s reading, Flint ch. 12, the author explores what it means to be a struggling reader and/or writer. Of course, as teachers, we recognize that these students are 1 or more years behind grade level, but there is much more to their situation. There are many different ways in which students struggle with reading and writing. Some have difficulties with cognitive processing while others have problems with motivation and attention. It is our responsibility to find the source of these students’ difficulty and cater our instruction to meet the students’ needs.
This concept is clearly apparent in my placement classroom. Almost a third of the students in our class would be described as struggling readers, and they definitely have varying issues when it comes to literacy. My CT and I try to identify the students’ needs and create guided reading lessons to speak to some of these. Also, the reading specialist and the ESL teacher both pull students out to work on reading and writing skills. But there are still other issues that cannot be addressed with these methods.
Thankfully, this chapter provided quite a few examples of classroom strategies for struggling readers and writers. Some of them I recognized from my own classroom, and I hadn’t even realized their beneficial purpose! We do numerous read alouds each day, and I never realized how beneficial these are for struggling readers. My class does not use the buddy reading system on a regular basis, but I wish they did. I think my CT has tried it, but with little success. It probably depends greatly on the individual students in your class. It is a great idea, though, and I would like to maybe try it again next semester during my full-time teaching.
This chapter also discussed the four popular reading intervention programs, which were interesting to see fleshed out, especially the Four Blocks program. I also enjoyed looking at the analyses with my case study in mind. I recognize that his motivation often lags because he is slower at completing tasks than his classmates. This discourages him from pushing harder to succeed.
I have really enjoyed these posts. They have made me think critically about the Flint text and how it is applied to “real-life” in real classrooms.