Thomas McMullen M. Ed. Founder and CEOtmcmullen@youthreaders.com www.youthreaders.com
Our schools are filled with students who struggle withreading.Some estimate the percentage may be as high as 20-25 percent of all students, and even higher—from 60-70 percent—for African American, Hispanic, ELL, andstudents with low SES. Baer, Kutner, & Sabatini, 2009
Yet compelling evidence of current reading researchindicates that somewhere between 90-95 percent ofALL students can achieve literacy skills at orapproaching grade level. Al Otailba, Connor, Foorman, Schatschneider, Greulich, & Sidler, 2009; Moats,2011, Rashotte, MacPhee, & Torgeson, 2001
Aliteracy• Aliteracy (sometimes spelled alliteracy) is the state of being able to read but being uninterested in doing so. This phenomenon has been reported on as a problem occurring separately from illiteracy, which is more common in the developing world, while aliteracy is primarily a problem in the developed world.
Aliteracy• Aliterate students can read, but they tend to avoid the activity. Aliteracy seems to reinforce itself. Students who do not read do not develop their reading skills. Students, like most of us, dislike doing things they do poorly, so they tend to read less and less. This reinforcement is especially true in the classroom, where the student who does not read sits with skilled readers and continues to feel more inept about reading. . Aliteracy is potentially as alarming as illiteracy. Educators need to look at factors such as their attitude toward students, the way students learn, and the curriculum. These factors may have an enormous impact on creating lifelong positive attitudes about reading.
Promising Practices for Struggling Readers (Low SES, ELL, & SPED )Students learn to read best when teachers provide• Technology as often as possible• A high level of independence• Active engagement with text• Activities that are fully self-checking• Increasing challenges with text
Promising Practices for Struggling ReadersStudents learn to read best when teachers provide• Ongoing assessment• Appropriate leveled materials• Means for tracking and learning from data• A positive learning environment
Creating a positive learning environment• The computer is an excellent resource for giving students the chance to practice English skills without worrying about the response of other classmates or even the teacher.• As Butler-Pascoe (1997) explains, “The untiring, non- judgmental nature of the computer makes it an ideal tool to help second language learners feel sufficiently secure to make and correct their own errors without embarrassment or anxiety.”
IS a motivational software the Antidote to Aliteracy the MOST promising practice for teaching struggling readers to better comprehend text. aligned to the Common Core State Standards
COMMON CORE: STATE STANDARDS INITIATIVE College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences. Reading Determine central ideas or themes of a text and analyzeComprehension their development (Summarize). Analyze how and why individuals, events, and ideas develop and interact in text. Read and comprehend complex literary and informational texts independently and proficiently.
Live Demo:Contact: Thomas McMullen M. Ed.562-356-5409www.youthreaders.com (Contact Us)firstname.lastname@example.org
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