Do not see the value or benefit of being able to read Lack accuracy in sounding out words Guess more without using context clues Give up easily and become frustrated more quickly than other students Use word-by-word reading that lacks fluency, unless text is read from
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The Struggling Reader
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These characteristics are most frequently observed in struggling students; however, the list is certainly not exhaustive and does not include all the characteristics or warning signs that you might observe in your classroom. Each student is unique with his or her own entry point to learning. For example, you might have students who have an inability to manipulate individual speech sounds in words—that is, they lack phonological awareness. Other students might have difficulty with visual naming speed. Some students are unable to chunk words or sentences into smaller parts or do not have good reading-to-learn strategies. Some students do not use what they do know. In other words, the students do not know specific compensatory techniques to overcome their difficulties and utilize their strengths. Why Struggling Students Don’t Read, Aren’t Motivated, or Are Reluctant to Read By the time struggling students reach high school, they may equate reading with ridicule, failure, or exclusively school-related tasks. The reasons they don’t read are as diverse as the students themselves. The key is how to identify and properly address their unique needs. Have you heard a student say, “I hate to read”? What does it mean, why did he or she say it, and what can you do about it? The following are common factors among reluctant readers. Reading is “not cool” within their social group. Many struggling students have attention-deficit disorder and are unable to
sit and focus on content for long periods. Many students experience stress from both home and school to achieve more in reading, which fosters their avoidance.
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memory or has been carefully rehearsed Exhibit word and letter reversals and omissions frequently Are very reluctant to participate in read-aloud activities May have a lower sense of self-esteem and confidence level Lack simple strategies for decoding and comprehension when attempting to read that good readers use Try to avoid reading and often hide that they can’t read Have a negative attitude toward reading and make excuses not to read May have tracking problems and skip words or misread words due to eye sweep movements