This document discusses strategies for teaching reluctant readers in urban classrooms. It addresses identifying struggling and reluctant readers, motivating students to read, and using differentiated instructional approaches. Specific strategies recommended include allowing audio or visual supports, providing additional time, encouraging internet use, promoting recreational reading, modeling think-alouds, ensuring access to engaging books, and incorporating student choice. The goal is to help reluctant readers develop positive associations with reading through appealing content and role models.

1. D 6 Reaching & Teaching Reluctant Readers in the Urban Classroom Katherine McKnight, Ph.D. Katherine.McKnight@nl.edu

2. What do we know about our students’ reading? 2

3. What do we know about readers? 3 Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center.

4. Students Most At Risk 4 Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD: Education Publications Center.

5. Components of Reading 5

6. The difference between struggling and reluctant readers Motivating our students to actually read Creating choice and gathering engaging resources. 6

7. Let’s Look at Strategies Getting Books in the Hands of Kids Differentiated Instruction in Reading Multimodal Learning 7

8. Hints 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) 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 8

9. Reading and Recreational Reading “Reading ability is positively correlated with the extent to which students read recreationally.” -National Center for Education Statistics. 9

10. Activity Have you now or have you ever been a reluctant reader? What is your reading autobiography? 10

11. 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 11

12. Before Reading ActivityThink 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 12

13. Get Books in the Hands of Kids! Books that attract reluctant readers include: A catchy cover Print size is larger 13

14. 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. 14

15. 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. 15

16. Books that attract reluctant readers include: Interesting characters Not too many characters 16

17. 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. 17

18. 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 18

19. Reluctant Readers Like Books with… Single Point of View Graphic Novels Comic Books 19

20. 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 20