What can educators do in order to help mid/low level readers succeed in the regular education classroom?
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While there is no panacea when it comes to helping students who struggle with reading, teacher leadership, technology, and a systematic reading intervention program can have a positive effect on student success and motivation. Creating an internal school structure that aids in assessing and analyzing student achievement helps create a successful format for supplementary reading services and provides a place to "begin." Identifying students who struggle with reading (that are not already identified with a reading disability) is an important element in providing appropriate interventions. Providing these students with a little "extra" reading instruction and scaffolding in the form of supplementary small group reading instruction, is one way to enhance their ability to create meaning from text.
Student motivation to read has a strong influence on the reading abilities they develop. Our students are 21st century learners, and as a result they are often engaged through technology. Web 2.0 offers a variety of "video" texts that can support a students reading comprehension by appealing to them both visually and interactively.
On a global scale, the United States' educational spending far exceeds most of the countries portrayed in the PISA data; however, over the past decade the U.S., when compared with other nations, is in the 50th percentile for reading. We must ask ourselves, "What can we do differently in our classrooms?"
While there is no panacea when it comes to helping students who struggle with reading, teacher leadership, technology, and a systematic reading intervention program can have a positive effect on student success and motivation. Creating an internal school structure that aids in assessing and analyzing student achievement helps create a successful format for supplementary reading services and provides a place to "begin." Identifying students who struggle with reading (that are not already identified with a reading disability) is an important element in providing appropriate interventions. Providing these students with a little "extra" reading instruction and scaffolding in the form of supplementary small group reading instruction, is one way to enhance their ability to create meaning from text.
Student motivation to read has a strong influence on the reading abilities they develop. Our students are 21st century learners, and as a result they are often engaged through technology. Web 2.0 offers a variety of "video" texts that can support a students reading comprehension by appealing to them both visually and interactively.
On a global scale, the United States' educational spending far exceeds most of the countries portrayed in the PISA data; however, over the past decade the U.S., when compared with other nations, is in the 50th percentile for reading. We must ask ourselves, "What can we do differently in our classrooms?"