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STRUGGLING READERS IN HIGH SCHOOL

D R . MARLOW EDIGER
Professor Emeritus
Truman State University
201 West 22nd, North Newton, Kansas

When a considerable amount of reading is done in different


courses by high school students, this presents a problem for
struggling readers, Reading is a favorite way of learning for stu-
dents possessing verbal intelligence, (See Gardner, 1993), but a
goodly number of high school students do not possess this as an
important intelligence. Thus, the teacher needs to provide for
individual differences in the classroom. In a busy teaching
schedule, how does the teacher provide for those students who
do not read well and yet much reading is expected and desired?

The Struggling High School Reader listening efficiency (Ediger and Rao, 2000,
There are selected procedures which Chapter Twelve).
might be used by the teacher to assist more The actual act of reading comprehen-
optimal student progress in reading subject sion needs to be emphasized across the
matter. The teacher must observe each stu- curriculum. First, the teacher may wish to
dent's study and reading habits in order to obtain a sample of each student's reading
provide for more progress in reading. The skills by listening to each read aloud a para-
student may need assistance to listen more graph or two on the first or second day of
carefully. Much can be learned through classes. The subject matter read aloud here
good listening habits. The learner, too, must should pertain to the initial content to be
crowd out disturbances which hinder con- read from a basal. As each student reads a
centration. Those things which can be short selection, the high school teacher
controlled in the environment, such as may notice the kinds of error made by each
unnecessary noise, should be eliminated reader. If the students reads fluently he/she
or minimized. The classroom door may be should achieve more optimally than oth-
closed when unnecessary noises come from ers with reading problems. The quality of
the hallway. Good standards of conduct comprehension will be revealed through
should be posted on the classroom wall the student's participation in class such as
and discussed with students if these crite- being able to enter into the discussion
ria are being realized in order to make for directly related to the subject matter read
a more productive learning environment. (See Brown, 2003),
Teachers need to emphasize by example Students who indicate problems while
in being a good listener. Questions and reading aloud their sequential content may
comments should be listened to carefully read haltingly, not be able to identify cer-
by the teacher so that each student realizes tain words, omit selected words, repeat
the teacher's sincerity in wanting improved words read correctly, substitute words for
classroom listening. Study habits need the correct one, fail to use context clues
improvement so that students may increase to identify unknown words, not recognize

105
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commas when reading words in a series, Third, the teacher may read aloud a
as well as omit punctuation marks in gen- short salient paragraph from the textbook
eral. There are phonics and word selection which highlights major general-
recognition skills which students general- izations. Students should then develop
ly master at a younger age; however skills in achieving ideas as well as the habit
individual differences on the secondary of quickly following along when the exact
level need to be provided for when these place is announced for the read aloud. In
skills have not been mastered. What has this way students, too, are assisted in devel-
been omitted in learning needs to be made oping a larger supply of basic sight words
up by the student with the help of the class- to use in silent/oral reading (See Brabham
room teacher. It would be good if there and Villaume, 2002).
were an adequate amount of instructional Fourth, the teacher needs to develop a
time to assist secondary students with word set of written questions covering each
recognition skills. Perhaps, to some extent, chapter in basal texts being used. The ques-
word recognition may be woven into com- tions are to be used by students as a study
prehension skills stressed in ongoing guide to sort out major from minor ideas
learning activities. By listening to students read. The written work provides students
read aloud, the teacher may summarize with content to use in daily discussions as
those skills and abilities which do need well as a review source to study for tests
emphasizing in the classroom (Ediger and given at selected intervals. The teacher
Rao, 2003, Chapter Seven). may or may not check the written content
Second, the teacher, at the end of a daily which might become voluminous. How-
lesson, may write on the chalkboard the ever, students may be asked to read an
new words students will encounter in read- answer, periodically, pertaining to a ques-
ing subject matter for the next lesson. tion asked in class. Students do need to
He/she should point to each word as it is realize the importance of doing each les-
being pronounced. It is salient to watch son to be used for analyzing subject matter
students if they are carefully observing read in order to notice what is salient. It
each word on the chalkboard as it is being would be important for the teacher to
stressed. Each listed word may be used in model reading for information in order to
a sentence as it would appear in context secure an answer to a question. The model
when students read their assigned work. might include writing a relevant answer to
The teacher needs to notice the next day if a question.
printing the new words on the chalkboard Fifth, there are a variety of kinds of
and calling attention to the meaning of thinking which maybe stressed in a class-
each, does help students to comprehend room discussion. The teacher as well as
better what has been read. It might be good, students should raise quality questions
too, for each student to write the new words which assist the latter to do higher levels
in their own journals. This should help stu- of thought. These include skills involved
dents to become increasingly proficient in in
retaining new sight words. • developing vital factual information.
Struggling Readers.../107

Salient facts are valuable as building blocks in degrees. At other times, there was con-
for higher levels of cognition. Then too, siderable agreement. The students not at
selected facts are valuable to acquire mean- the chalkboard assessed critically each
ingfully in order that subject matter read major idea on the chalkboard which lead
become clear and distinct. to higher levels of thinking or brain rack-
• developing concepts and generaliza- ing. The purpose in the discussion was to
tions. Thus, facts achieved may be used to synthesize into one major idea that which
achieve these broader ideas. Inside of each was read. If an idea as presented was not
concept are vital facts and inside each gen- inclusive enough, this was carefully noted.
eralization are selected concepts. There Or, if it was too limited, which omitted
generally are too many facts to be remem- salient content, this also needed adequate
bered unless they become a part of a larger consideration. It truly was a challenge for
whole. all students to attempt to synthesize what
• developing the ability to use acquired was said. It was quite obvious if a student
information. Unless use is made of had not done his/her homework. Students
achieved knowledge, it may soon be for- were asked to evaluate thoroughly each
gotten. The teacher may assist students to main idea presented. Active involvement
use information by asking questions which was inherent in the discussion setting. One
build upon those acquired previously. rule to be followed was not to interrupt an
• developing the ability to think criti- idea being presented. The instructor of the
cally. Learning to evaluate ideas in terms class gave examples of interruptions expe-
of being fact versus opinion, important rienced and the result was that an idea
versus the unimportant, as well as the rel- being presented sounded naive due to its
evant from the irrelevant makes for incompleteness (Ediger and Rao, 2003,
flexibility in assessing the worth of sub- Chapter Nine).
ject matter content. It is important to be able to assess, pos-
• developing skills to synthesize subject itively, each set of ideas being presented
matter read. Here, the student may inte- by a student so that an encouraging learn-
grate subject matter into a meaningful ing environment is in evidence. Otherwise,
whole. The author in an undergraduate lit- selected students may feel intimidated if
erature course had as homework each day contributions are ridiculed or minimized.
to state in one sentence the major idea read. An approach such as this in giving a main
The literature component consisted large- idea can readily be adapted and used on the
ly of essays written by diverse authors. high school level.
There were fifteen undergraduate students
in class. At random, three students were
called to the chalkboard to write their indi- Applications Made of
vidual major idea from an essay. The Subject Matter Read
differences were great at times in securing
a major idea which would hold water. It is important for students to be able to
These differences were ultimately resolved apply what was learned from ongoing read-
108 / Reading Improvement

ing experiences. A learning by doing pro- • providing time for students to refiect
cedure needs to be used here. The upon previous learnings acquired.
struggling reader, along with others in the • appraising the self in ascertaining per-
class, should be fully engaged in these sonal achievement in the ongoing unit of
kinds of experiences. The following, as study.
examples, make use of that which was • using peer teaching and learning mod-
read: els of instruction (See also Eddy, et. al,
• doing creative or formal dramatiza- 1997).
tions pertaining to a literary selection.
• being involved in a debate involving The above are suggested as typical
an incident in history. activities which may be used to teach strug-
• making equipment to be used in a sci- gling readers. The reading teacher needs to
ence experiment. be on the lookout for new ideas in teach-
• developing a relief map to show spe- ing secondary students who face problems
cific geographical features being studied in in reading achievement. How might the
class. This activity assists students to notice teacher of struggling readers develop a
that which emphasizes what is salient. repertoire of improved knowledge, skills,
• modeling a United Nations Security and attitudes for students?
council meeting on a Middle East dilem- • attending carefully planned workshops
ma. which emphasize quality objectives and
• reading one or more literary selections activities to use in teaching struggling sec-
written on the classics, simplified, with the ondary school readers.
content being shared in small discussion • having a personal schedule which
groups. The results ofthe small discussion stresses reading teacher education text-
group may be summarized for presenta- books and journal articles on assisting the
tion to the class as a whole for evaluation struggling reader.
with arising questions being open for total • taking course work at a university
classroom consideration. which stresses working with handicapped
• writing diverse kinds of poetry in readers.
which content therefrom involves subject • taking time for departmental teacher
matter read from any academic discipline planning of selected facets of the reading
being studied in the classroom setting. The curriculum.
reading and writing connection needs ade- • planning with other teachers as to
quate consideration. which personal problems in reading need
• doing a video tape to assess the qual- identification and viable solutions found.
ity of interactions among students when • conducting faculty meetings on
committee work is in evidence. The video improving reading instruction.
taped content may be assessed in terms of • attending state and national confer-
quality criteria. ences on the teaching of reading.
• keeping journal entries on what tran- • writing journal articles for publica-
spired in class sessions. tion based on researching a facet of the
struggling Readers... /109

topic on the struggling reader. as commas, periods, questions marks,


• speaking at teacher education meet- exclamation marks, and direct address.
ings on the struggling reader (See also • the use of simple and compound sen-
Richgels,2003). tences.
There are a plethora of methods to use From student test results, the teacher
in becoming a very skillful teacher of strug- may gather information on how to guide
gling readers, as the list above indicates. more optimal student learning. Portfolios
Reading teachers need to avail themselves developed by individual students with
of the diverse ways available to improve teacher assistance may further indicate
their teaching quality. achievement. Inside of a portfolio, the stu-
dent may select from among the following
representative items;
Assessing Struggling Reader Achievement
1. papers written pertaining to classwork
The teacher needs to be on the lookout assignments.
for an increased number of approaches to 2. cassettes of oral reading.
use in assessing student reading achieve- 3. artwork and products relating directly to
ment. Teacher written tests may be used. the objectives of reading instruction.
These need to be valid and reliable as well 4. snapshots involving student developed
as stress meeting the objectives of instruc- construction items.
tion. True/false, matching, completion, 5. self-evaluation form, completed by the
short answer, multiple choice test items, student, to indicate personal feelings of
clearly written, might assist the teacher to achievement and progress in reading.
understand what students have achieved. 6. evaluated results from teacher written
Essay test items assist students to think, tests (Ediger, 2002,103-110).
relate, integrate, and use higher levels of
cognition in their written responses. Prob-
lem solving essay tests help students to In Closing
identify a problem, gather necessary infor-
mation, develop an hypothesis, test the A framework has been presented in this
hypothesis, and revise it if need be. Then manuscript to plan and assist struggling
too, with essay test responses given, stu- readers to achieve as much as possible.
dents may reveal their quality of There needs to be challenge for each stu-
handwriting and spelling. Word processors dents and yet achievable objectives need
need to be used, when feasible, in students to be in the offing for struggling high
writing experiences. Additional items of school readers.
learning to be observed in essay test item
responses are
• the ability to write in complete sen-
tences.
• proper use of punctuation marks such
110/ Reading Improvement

References
Brabham, Edna Greene, and Susan Kidd Villaume
(2002), "Vocabulary Instruction: Concerns and
Visions," The Reading Teacher, 56 (3), 264-
268.
Brown, Kathleen J. (2003), "What Do I Say When
They Get Stuck on a Word? Aligning Teacher's
Prompts With Student's Development?" The
Reading Teacher, 56 (6), 720-733.
Eddy, John, et. al. (1997) "Technology Assisted
Instruction," Education, 117 (3), 476-480.
Ediger, Marlow (2002), "Assessing Achievement,"
Reading Improvement, 39 (3), 103-110.
Ediger, Marlow, and D. Bhaskara Rao (2000),
Teaching Reading Successfully. New Delhi,
India: Discovery Publishing Company, Chap-
ter Twelve.
(2003), Teaching Language Arts Suc-
cessfully. New Delhi, India: Discovery
Publishing House, Chapter Nine.
Gardner, Howard (1993), Multiple Intelligences:
Theory into Practice. New York: Basic Books.
Richgels, Donald J. (2003), "Exemplary Literacy
Teaching," The Reading Teacher, 56 (8), 796-
800.
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