• Levels

    Reading Behavior Challenges

    Suggestions for Instruction

     E+

    • stops reading at the first sign of difficulty
    • have students specify why reading is difficult
    • provide IF (problem) THEN (solution) ideas for the difficulties student experiences
    • diagnose problems: decoding, syntax, fluency, comprehension and remediate appropriately

     E+

    • frustrated easily by a text
    • pinpoint possible frustrations: decoding, syntax, fluency, comprehension and remediate appropriately
    • running record often pinpointing M-S-V issues
    • provide sentence work for reading and retelling

     H+

    • claims reading is “boring” and “dumb”
    • pair with a strong reading partner who has good read-aloud skills and have them listen in
    • pair with strong turn-and-talk partners and have them just listen in on their talk
    • books on tape
    • complete an interest survey

    A-I

    • avoids independent reading
    • pair with a strong independent reading partners and have them take turns reading
    • sit near teacher when possible for encouragement
    • pair with alternate partners during independent reading so they always read with a buddy
    • provide high-interest reading materials

     A-I

    • stamina and focus while reading
    • provide goals for independence and track them
    • pair with a strong independent reading partners and have them take turns reading
    • pair with alternate partners during independent reading so they always read with a buddy

     A-I

    • easily distracted by classroom environment
    • provide headphones or dividers for privacy
    • use speaker phone to listen to themselves
    • books on tape

     E+

    • reading to finish rather than to understand
    • retelling and summarizing frequently with a seesaw partner
    • rereading books or passages for retell with teacher or partner
    • reread poetry for comprehension

     E+

    • thinks “good” readers understand a text with little or no effort
    • diagnose problems: decoding, syntax, fluency, comprehension and remediate appropriately
    • model confusion and ‘fix-up’ strategies for them
    • provide IF (problem) THEN (solution) ideas for fix-up strategies

     E+

    • setting a purpose for reading other than to complete the assignment
    • provide a purpose for reading depending on their reading level and skills
    • provide goals and monitor them once you pinpoint difficulties
    • retelling and summarizing strategies
    • do probable passage activity before reading to make reading relevant

     J+

    • expects you to explain what text means instead of working to explain text to self
    • Know/Wonder charts
    • provide instruction on questioning while reading
    • retelling and summarizing strategies