4. What do we know about readers?
At or Above Proficient on 2002 NAEP Reading
100
80
60 White
40 Black
Hispanic
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0
Grade 4 Grade 8 Grade 12
Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD:
Education Publications Center.
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5. Students Most At Risk
Below Basic on 2002 NAEP Reading
100
80
60 White
40 Black
Hispanic
20
0
Grade 4 Grade 8 Grade 12
Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002.
Jessup, MD: Education Publications Center.
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6. Components of Reading
Alphabetics: understanding and using the sounds that
make up words (phonemic awareness) and the letters that
correspond to those sounds (decoding) and being able to
relate the letters and sounds to the particular words they
represent (word recognition)
Fluency: identifying words accurately in an effortless
manner and being able to read them in text with appropriate
intonation, stress and phrasing
Vocabulary: knowing and understanding the meanings of
words and using them with flexibility and precision
Comprehension: the process and product of constructing
meaning from what is read, involving an interaction between
a reader and a text, for a purpose and within a context
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7. The difference between
struggling and reluctant readers
• Motivating our students to
actually read
• Creating choice and gathering
engaging resources.
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8. Let’s Look at Strategies
• Differentiated Instruction in
Reading
• Getting Books in the Hands of
Kids
• Multimodal Learning
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9. Differentiation Strategies for
Struggling Readers
• Provide readers who struggle to
decode with opportunities to
hear the text read aloud (tape
assist)
• Give readers for whom word
recognition is a problem
supplemental materials that
include visual clues to word
meaning (or use manipulatives
in math)
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10. Differentiation Strategies for
Struggling Readers
• Allot additional time for readers
who struggle to complete
assignments
• Encourage struggling readers to
use the internet because often
the symbols and icons that are
quite bothersome to good
readers provide a means for
struggling readers to construct
meaning
11. Reading and Recreational
Reading
• “Reading ability is positively
correlated with the extent to
which students read
recreationally.” -National
Center for Education
Statistics.
11
12. Activity
• Have you now or have you ever been a
reluctant reader?
• What is your reading autobiography?
Please turn to 3-4 of your colleagues and
discuss
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13. Why don’t kids read?
• By the time that kids reach middle school and
high school, reluctant readers often:
– Equate reading with failure
– Connect reading to school-related
tasks
13
15. Before Reading Activity
Think Aloud
• Using sticky notes, demonstrate how readers
use the “voice in his head” to:
– ask questions
– comment on the reading
– make predictions
– make personal connections
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18. Why Literature Circles?
It’s a translation of the adult reading group.
Offers a genuine and authentic reading
experience.
Literature Circles are also known as book
clubs, and reading groups.
(See my website for more materials on
Literature Circles)
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19. Get Books in the Hands of Kids!
• Books that attract reluctant readers include:
– A catchy cover
– Print size is larger
19
20. Get Books in the Hands of Kids!
• Books that attract reluctant readers include:
– Artwork is exciting and resembles
the “real world”.
– Writing is not composed of longer
convoluted sentences: more
straightforward.
20
21. Get Books in the Hands of Kids!
• Books that attract reluctant readers include:
– Acceptable literary quality.
– High Interest “hook” within the
first 10-15 pages.
21
22. Books that attract
reluctant readers include:
• Interesting characters
• Not too many characters
22
23. Books that attract
reluctant readers include:
• Plot sustains interest
• Plot is developed through events and
dialogue.
• Limits lengthy narration.
• Themes that are appealing to teenagers.
23
24. Reluctant Readers Like Books
that:
• Present role models.
• Demonstrate problem solving in
action.
• Allow to feel like
winners/overcoming odds.
• Display relationships of all sorts.
• Capture intensity and uncertainty of
their life.
• Help develop of socially responsible
behavior
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25. Reluctant Readers Like Books
with…
• Single Point of View
• Graphic Novels
• Comic Books
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26. Helping Reluctant Readers, Now
• Library Card
• Talking about books
• Talking about books in the classroom and in
the school building
• Contests
• Allowing for Student Choice
• Keep current about books
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27. How to Reach Me
• Email: Katie@KatherineMcKnight.com
• Website: www.KatherineMcKnight.com
• Twitter: @literacyworld
• Facebook: Katie McKnight Literacy
For more materials and updated powerpoint, see
my blog at www.KatherineMcKnight.com
and http://goo.gl/J242X for additional
materials.
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