By Elaine K. McEwan-Adkins
Presents forty research-based equipment with feedback for simple implementation to aid suffering readers, and lines 3 tables of contents (traditional, topical, and problem-solving) formatted for fast reference.
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Additional resources for 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12
Unrelated knowledge and unconnected concepts will rattle around in their short-term and working memories for minutes or even just seconds and then are gone forever. That is not to say that you will not encounter many struggling readers with excellent listening comprehension and solid background knowledge. You can readily build on that knowledge and improve their comprehension by teaching the seven strategies of highly effective readers (see Activity 1) and providing easy nonfiction based on your content’s core concepts (see Activity 24).
While research tells us that inferring is highly dependent on students’ background and vocabulary knowledge, most struggling readers will become far more inferential when given explicit instruction and modeling regarding what constitutes an inference, whatever the text they are reading. 1, Sample Inference Statements. Use this form to introduce and model the various types of inferences. 1. Shortly after students read one of the questions on the screen and I call on someone to answer it, a photo or cartoon appears to validate the answer.
Monitoring is evaluative; clarifying is regulatory (Baker, 2002). Readers who are monitoring “address text ideas immediately while they are reading . . [they] try to develop and grapple with ideas, and try to construct meaning” (Beck, McKeown, Hamilton, & Kucan, 1997, p. 6). Clarifying (clearing up confusion) consists of drawing on appropriate fix-up actions based on knowledge (cues) about six different language systems: (1) graphophonic, (2) semantic, (3) pragmatic, (4) syntactic, (5) schematic, and (6) lexical (Collins, Brown, & Newman, 1990).