Practice Brief-Struggling Readers.pdf

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Finally, because this document presents only an overview of effectivereading practices for adolescent readers, it does not include technicalinformation about the studies from which the information is drawn. Refer tothe earlier-mentioned Reading Interventions for Adolescent Struggling Readers:A Meta-Analysis with Implications for Practice (Scammacca et al., 2007) andAcademic Literacy Instruction for Adolescents: A Guidance Document from theCenter on Instruction (Torgesen et al., 2007) for details of specific researchstudies in reading.4
WORD STUDYReading words involves phonological processing(knowing the speech sounds in words) and anunderstanding of letter-sound correspondence inwords (knowing that the sequence of speechpatterns maps to the sequence of letter patternsin print; see Ehri & McCormick, 1998).Instructional practices that focus on reading atthe word level are called word study. Since wordstudy skills help students read words moreeffectively and efficiently, these skills uniquelycontribute to reading comprehension (Nagy,Berninger, & Abbott, 2006; Scammacca et al.,2007). For example, when students use structuralanalysis to break words into meaningful partsthey are likely to understand the word they are reading, and that understandingsupports their text comprehension.For younger at-risk and struggling readers, recommended instructionalpractice includes explicit instruction and practice in word study. Does thisrecommendation hold for older struggling readers? Louisa Moats (2001)suggests that the choice of reading interventions depends on a student’sinstructional need and what is likely to work best, not on chronological age orgrade level. Research demonstrates that older students who struggle withreading at the word level benefit from instruction in word study (Edmonds etal., in press; Scammacca et al., 2007). A student who has difficulty decodingwords should receive instruction in word study whether he is in first grade,fourth grade, or 12th grade. The instructional materials used may varydepending on age and grade level, but the learning objectives remain thesame. Students who decode accurately but slowly may benefit more frominterventions that focus on fluency, comprehension, and vocabulary.Instruction in advanced word study teaches students to be flexible decoderswho can access word analysis and word recognition strategies and recognizeirregular words that do not fit predictable semantic or orthographic patterns.The proficient use of decoding strategies is a requisite skill for fluent reading.The ChallengeMany adolescent readers struggle to read atthe word level but lack opportunities todevelop needed skills in this area.A SuggestionOlder students who are deficient in decodingand word analysis skills require instruction inword study. Teachers must be able to allocatetime and resources to provide appropriateinterventions to these students.5
Page 3 and 4: EFFECTIVE INSTRUCTION FORADOLESCENT
Page 5: ACKNOWLEDGEMENTSWe want to thank th
Page 9 and 10: INTRODUCTIONA Call for Effective Ad
Page 11: The Focus of Reading Instruction fo
Page 15: Teaching Word StudyWord study pract
Page 18 and 19: What Do Successful Readers Do?The t
Page 20 and 21: Non-repetitive wide reading offers
Page 22 and 23: trammel in the dictionary and using
Page 24 and 25: Additive Vocabulary InstructionAddi
Page 26 and 27: • Develop word consciousness thro
Page 29 and 30: COMPREHENSIONReading has many purpo
Page 31 and 32: Activate Prior KnowledgePrior knowl
Page 33 and 34: • Teach students to summarize sma
Page 35 and 36: MOTIVATIONConsider the reader who s
Page 37 and 38: have grouped several motivational s
Page 39: and motivating. Pay attention to il
Page 42 and 43: sorting out who is responsible for
Page 45 and 46: REFERENCESAnderman, L. H. (1999). C
Page 47 and 48: Homan, S.P., Klesius, J. P., & Hite
Page 49: Torgesen, J. K., Houston, D. D., Ri

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