Struggling Readers
Literature Review
Melissa Philyaw
Appalachian State University
RE 5730
04-11-2013
Teachers have many theories about why struggling readers exist.
In my research, I have uncovered four sources that seem to agree and
disagree with each other about struggling readers. I have discovered
that all four sources have some common themes that run throughout
the articles. These themes are: word study, fluency, vocabulary,
comprehension, and motivation. Although struggling readers exist at
any age, this paper will primarily focus on struggling adolescent
readers.
One of the common themes in the research that I completed is
word study. By definition, word study involves breaking words into
word parts such as breaking words into syllables and decoding
multisyllabic words. According to Newman, Wexler, and Wexler,
teachers need to focus on word attack strategies. For example,
students can “attack” the word replace by dividing it into an open
syllable (re), which keeps the ling vowel sound, followed by a vowelconsonant-e syllable type (place). Students benefit from improved
knowledge of word meanings and concepts (Boardman, Roberts, Vaughn,
Wexler, Murray, and Kosanovich). Older students who are deficient in
decoding and word analysis skills require instruction in word study.
Teachers must be able to allocate time and resources to provide
appropriate interventions to these students (Boardman, et al.). In
short, students benefit more from reading instruction when they know
the meanings of words and how to break them apart.
The second common theme in my research is in the area of
fluency. Fluency is defined as smoothness or flow with sounds,
syllables, words and phrases joined together when speaking quickly
(Wikipedia). As a teacher, I know that a good reader is a fluent
reader. Fluency takes time to perfect. It takes knowledge of sight
words and decoding skills. Fluency is important in word reading and in
comprehension. Adolescent readers struggling with fluency, students
should receive repeated opportunities to practice fluent reading orally
with feedback from a more proficient reader- either a teacher or a
peer (Boardman, et al.). To be considered a fluent reader, older
struggling readers must be able to read text at a minimum of 100
words per minute with five or fewer errors (Newman, et al.).
Strategies that help struggling readers read more fluently are:
repeated readings, higher order thinking skills such as comparing and
contrasting, summarizing, discussing cause and effect, inferring, and
self monitoring (National Teacher Education Journal).
The third theme in my research is in the area of vocabulary. The
articles agree that inadequate vocabulary is a major concern for
struggling adolescent readers. When students understand the meanings
of the words they encounter in text and have strategies to figure out
unknown words, they are more likely to understand the content of what
they are reading (Boardman et al.). To help students acquire a more
extensive vocabulary, teachers are encouraged to use semantic maps,
use tier 2 and tier 3 words. To acquire content specific vocabulary,
teachers must teach students to use keywords, mnemonics, and
elaborative techniques (Newman et al.). Other vocabulary acquisition
strategies for students include: listing related words together, using
context clues to elicit word meaning, and feature analysis that allows
students to categorize words to reinforce word meaning (National
Teacher Education Journal). Basically, help kids learn how to figure
out what words mean based on breaking words apart, grouping similar
words together, and use context clues.
The next overarching theme in my research is comprehension.
Comprehension is defined by Wikipedia as the level of understanding of
a text or a message. This understanding comes from the interaction
between the words that are written and how they trigger knowledge
outside the text or message. Struggling adolescent readers may have
difficulty in constructing meaning from the text. Teachers should
teach before, during, and after reading strategies to move students
toward becoming independent learners (Newman et al.). Teachers
should activate prior knowledge, use graphic organizers, teach
comprehension monitoring strategies, teach summarization skills, teach
students to ask and answer questions, and use multi-component
strategy instruction (Boardman et al.). Teachers can use a wide variety
of activities to support the struggling adolescent reader who is lacking
in comprehension. Such strategies include: questioning the text, KWL
charts, Think Aloud, directed reading activities, and anticipation guides
(National Teacher Education Journal). In summary, provide scaffolding
support for struggling readers that lack adequate comprehension skills
by modeling these strategies in the classroom.
The last overarching theme in my research is motivation.
Adolescent struggling readers often lack the motivation to read. This
impairs their comprehension and limits their ability to develop
effective reading strategies or to learn from what they read
(Boardman et al.). Teachers should make preferred reading materials
available to students. This will increase the amount of time and effort
students are willing to spend engaged with text (Newman, et al.).
Students are motivated by reading materials that are of interest to
them. Students are also motivated by using technology. Incorporating
technology has been proven useful to enhance/support reading skills,
because students respond to technology and are constantly engaged
with it (National Teacher Education Journal). Often, adolescents’
curiosities are not addressed in trade books, and so alternative
materials such as magazines, newspapers, and the Internet are
essential resources (Ivey, G.). In summary, students will be more
motivated when the content is relevant and accessible to them.
Moreover, when technology is used, struggling readers are more likely
to be engaged in the lesson.
In conclusion, all four articles identified the areas of word study,
fluency, inadequate vocabulary, comprehension, and motivation as areas
in which adolescent readers may have difficulty. Not all struggling
reader exhibit deficits in every area. Some have deficits in only one
area while others struggle in multiple areas. Teachers must be skilled
professionals who use their assessments to drive instruction to create
individualized lessons for their students. Teachers must use
meaningful strategies that help students in their specific area of
difficulty. In my opinion, I feel that the greatest area of need is in
the area of motivation. If a student is unmotivated and not engaged in
the lesson, all is lost. I feel teachers are responsible for sustaining
student motivation daily. Students who are motivated will try their
best even when they feel like giving up.
Bibliography
Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray,
C. S., & Kosanovich, M. (2008). Effective instruction for
adolescent struggling readers: A practice brief. Portsmouth,
NH: RMC Research Corporation, Center on Instruction
Ivey, G. (2009). Intervening when older youth struggle with reading.
In K.A. Hinkchman, & H.K. Sheridan-Thomas, (Eds.), Best practices in
adolescent literacy instruction. New York, NY: The Guilford Press.
National Teacher Education Journal, Volume 5, Number 2. Spring 2012.
Thomas, Cathy Newman, & Wexler, Jade (2007). 10 Ways to Teach and
Support Struggling Adolescent Readers. Kappa Delta Pi Record