Motivating reluctant readers
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Motivating reluctant readers

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Action research on reluctant readers with recommendations.

Action research on reluctant readers with recommendations.

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  • This was an action research project—instead of getting observed, I did a project.
  • We want all kids to enjoy reading by the end of the year. We had to figure out who to focus on:Alonso…a decent reader who couldn’t find books he wanted to read…..or Rodney who had some real language difficulties?
  • IN your packets, take a look at the assessments…some address their tastes and behaviors; others are hard looks at their progress. Their was some urgency to keep books in their hands….without a lapse.
  • The common prep was the most important aspect of the success of our project. It was disrupted in February and our work suffered a big dip.
  • Getting books in their hands. Sometimes required a one-on-one session. During library, too hectic and couldn’t hone my attention on finding that one book that would work for a picky reader. Had to introduce new stuff…got cassette players…latest now is Tumblebooks.
  • Survey gets us talking about our likes and dislikes.
  • Book review form
  • Idea in The Reading Zone
  • 3 rd rec This is a log—simple three-column which reminded me what I talked about each week with each kid. One-on-one booktalks reader’s advisory not a lot of time so devised open access hour ea day.
  • Explain CODAs….trying out talking books
  • Teacher initiatives: evelyn to come, but…

Motivating reluctant readers Motivating reluctant readers Presentation Transcript

  • Motivating Reluctant Readers By Sara Paulson-Yarovoy, Evelyn Begley and Joan Moret with Coach Max Greenwood Rebecca Marshall, Principal
  • Our Goal: Make ‘em all Readers!
    • To share great books with each other and talk about books school-wide using many channels of communication
    • in order to motivate reading among reluctant readers (a category which includes most struggling readers)
    • so reading becomes a social activity and appeals to those whom we traditionally view as nonreaders.
  • Our Method
    • We used assessments and anecdotes to focus on individual struggling readers (10) as case studies
    • We devised and piloted strategies that can be used with any reader school wide to motivate reading.
    • Focused on internal motivation.
    • Focused on motivating kids to read, not on teaching kids how to read.
    • In a nutshell: know the books, know the readers, and “make the match”.
    • Get the kids reading book after book after book after book…chain reading….no lapses looking for a book they want to read.
  • Knowing the kids, knowing the books
    • Focused on one grade level—4th
    • Scheduled common prep with 4 th grade teachers
    • One hour weekly after school
    • Lots of reading
    • Lots of getting to know students through discussions and assessments
  • Our Five Recommendations
    • 1. Establish accountable ways all readers can share great books
    • 2. Introduce all readers to different authors and different genres.
    • 3. Work collaboratively with librarian to give reluctant readers and struggling readers individual support in choosing books.
    • 4. Give challenging reading responsibilities to struggling readers to increase their confidence and motivation.
    • 5. Identify use of other media to assist struggling readers .
  • 1. T & L establishes ways all readers can share their favorite books
    • School survey: Books kids love
    • Favorite Books binder
    • “ Favorite Books” display
  • “ Books Kids Love” blog http://www.lovethatbook.blogspot.com
  • Fourth Grade Rats by Jerry Spinelli
  • Top 10 Books published each June both online and as a summer bookmark http://favoritebooks.wikispaces.com
  •  
  • 1. T & L establishes ways all readers can share their favorite books
    • School survey: Books kids love
    • Favorite Books binder
    • “ Favorite Books” display
    • Books Kids Love blog ( www.lovethatbook.blogspot.com
    • Top 10 Books published each June both online and as a summer bookmark
    • Book clubs that feature series books
  • 2. T & L introduce all readers to different authors and different genres.
    • Author visits (L)
    • Encourage writing email and letters to authors (T)
  • Nick Bruel – our first visiting author!
  • Kapow!! George O’Connor
    • Whole group book talks (L)
    • Read alouds linked to other books (T, L)
    • Conferencing in the classroom library (T)
    • Organizing the classroom library with genre and author bins (T)
  • 2. T & L introduce all readers to different authors and different genres.
    • Author visits (L)
    • Encourage writing email and letters to authors (T)
    • Whole group book talks (L)
    • Read alouds (T, L)
    • Conferencing in the classroom library (T)
    • Organizing the classroom library with genre and author bins (T)
  • 3. T & L work collaboratively to give reluctant readers and struggling readers individual support in choosing books.
    • One-on-one book talks during open access time in collaboration with teacher (L)
    • Talking books for CODAs who want books on their interest level
  • Bridge book sections in the library as well as in classroom libraries
  • 3. T & L work collaboratively to give reluctant readers and struggling readers individual support in choosing books.
    • One-on-one book talks during open access time in collaboration with teacher (L)
    • Talking books for CODAs who want books on their interest level (L)
    • Bridge book sections in the library as well as in classroom libraries (T, L)
    • Conferences about book selection (T)
    • Ongoing practice using five-finger test (T, L)
  • 4. T give challenging reading responsibilities to struggling readers to increase their confidence and motivation.
    • Reading buddies
    • Group struggling readers in two guided reading groups: one on their level and one that is just beyond their level.
  • 5. L identifies use of other media to assist struggling readers .
    • Talking books paired with text: oral language and int/adv phonemic awareness
    • Educational videos (Movie Club): background knowledge needed for reading comprehension
    • ASL-signed books paired with text: Dual language skills
    • Computer and online software: To be explored next year (Headsprouts?)
  • Our Five Recommendations
    • 1. Establish accountable ways all readers can share great books.
    • 2. Introduce all readers to different authors and different genres.
    • 3. Work collaboratively with librarian to give reluctant readers and struggling readers individual support in choosing books.
    • 4. Give challenging reading responsibilities to struggling readers to increase their confidence and motivation.
    • 5. Identify use of other media to assist struggling readers .