What really matters for struggling readers Figuring out how to effectively teach each struggling...
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Transcript of What really matters for struggling readers Figuring out how to effectively teach each struggling...
![Page 1: What really matters for struggling readers Figuring out how to effectively teach each struggling reader to read - Dr. Richard Allington -](https://reader036.fdocuments.net/reader036/viewer/2022082506/5697bfd01a28abf838caa434/html5/thumbnails/1.jpg)
What really matters for struggling readers
Figuring out how to effectively teach each struggling reader to read
- Dr. Richard Allington -
![Page 2: What really matters for struggling readers Figuring out how to effectively teach each struggling reader to read - Dr. Richard Allington -](https://reader036.fdocuments.net/reader036/viewer/2022082506/5697bfd01a28abf838caa434/html5/thumbnails/2.jpg)
A struggling reader poses an instructional problem
• Solving those individual instructional problems is the only solution
• Expertise is essential for solving problems
![Page 3: What really matters for struggling readers Figuring out how to effectively teach each struggling reader to read - Dr. Richard Allington -](https://reader036.fdocuments.net/reader036/viewer/2022082506/5697bfd01a28abf838caa434/html5/thumbnails/3.jpg)
Effective instruction is the only solutionEffective instruction is the only solution
• Children differ
• Struggling readers differ
• Intervention designs must be based on knowledge of these differences
• Figuring out how to best teach each struggling reader is the essential task
![Page 4: What really matters for struggling readers Figuring out how to effectively teach each struggling reader to read - Dr. Richard Allington -](https://reader036.fdocuments.net/reader036/viewer/2022082506/5697bfd01a28abf838caa434/html5/thumbnails/4.jpg)
Two themes
• Quality of reading instruction– Core program– Intervention
• Quantity of high-quality reading instruction– Across school day/year– Beyond school day/year
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Quality
• Reader/text match
• Access and choice
• Volume of deliberate practice
• Literate conversation v. interrogation
• Useful, explicit strategy instruction
• Coherence/coordination
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High-Success Reading
• Accurate, fluent, high-comprehension
– 98-100% accuracy
– Reads in phrases with expression
– 90% comprehension
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Does every 4th grader (or 7th or 9th grader):
– Receive 300+ minutes of High-Success core instruction every day?
– Does the intervention add more High-Success reading instructional minutes?
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Or, do many 4th graders (or 7th or 9th):
– Have desks full of books they cannot read?
– Get whatever standard lesson is offered?
– Go to intervention that does not extend instructional time and is not coordinated with core instruction?
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Quantity
• Core = 90 minutes– High-quality
• Intervention = Added 30-90 minutes– High-quality
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Intervention schedule
• Before, after school– Extend the school day
• Add 70-150 hours of reading lessons
• Summers– Extend the school year
• Add 30 days, 45-60 hours of reading lessons
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Why struggling readers struggle
In too many schools struggling readers have:
– Desks full of books they cannot read– Assignments they cannot do– Lessons designed for on-level readers– Limited quantity of high-success reading
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• Do interventions increase minutes/ hours of HQ reading lessons?
• Do they foster success in the core lessons?
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In summary
• Accelerated growth requires adding quantity
• But begin by ensuring quality of core and intervention lessons
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There are no miracle cures
The quality and quantity of reading lessons are the key factors in designing efforts to assist struggling readers.