Who is the older struggling reader? The primary focus of NCLB ( No Child Left Behind) and related resources was on students in K-3 grades. This was an admirable goal because of the preventive role of quality K-3 reading instruction. Unfortunately, approximately 75% of the students failing reading in third grade are also failing in ninth grade. In a Spring_2007_Report by the NAEP (National Assessment of Educational Progress) it was reported that the percentage of grade 12 students performing at “Basic Level” decreased from 80% in 1992 to 73% in 2005. Many observers feel that both the 80% and 73% estimates are too optimistic because these numbers refer to students still in school in grade 12 and do not include students who dropped out. The NAEP Report notes that the concept of a “Basic Level” is closely linked to vocational and economic survival in the workplace. On the NAEP assessment, retrieving information from a highly detailed document is an example of the knowledge and skills demonstrated by students performing at the Basic Level.

Two major challenges. The older struggling reader brings far greater instructional challenges than the younger reader performing below grade level. The first major challenge relates to limited resources. Struggling readers in secondary schools are often 5 to 8 years below grade level. Closing this gap requires a massive investment in instructional time and associated resources. An “Instructional Guide for Building Reading Proficiency at the Secondary Level” by the Southwest Educational Development Laboratory (SEDL) stated, “By the secondary grades, students are presumed to have acquired basic reading skills. Over the past decade, researchers and policy makers have all but abandoned attention to secondary-level remediation…..Unfortunately the need remains.” Deep and growing concern by educators prompted SEDL to invest in this instructional guide. Clearly, many educators are expressing growing concern at the lack of resources to address this issue. In most high schools a review of staffing, budgets, and courses will not reflect the seriousness of this instructional need. The second major challenge lies in the the lack of reading skills and the associated “emotional baggage.” While we have extensive research to suggest that much of the reading failure could have been prevented by timely, intensive, direct instruction, the student often views the failure differently. The SEDL Guide (listed above) states: “Years of failing at what is deemed a hallmark of intelligence and worth can also leave struggling readers with emotional consequences, such as anxiety and low self-esteem, that affect personality and interpersonal relationships. These effects within and beyond the classroom walls show that by the secondary grades, educators can no longer defer solutions to future development or instruction.”  This last challenge requires the secondary educator to be the best and last hope for the older struggling reader. The first instructional sessions must be substantive and successful. The student will start instruction with the expectation of failure. This expectation must be replaced by a successful experience. An effective instructional program must be selected, and effectively implemented. In the initial instructional experiences in high school, the student must receive consistent demonstrations of success if we are to counter the years of failure experiences.

Decoding skills and the secondary struggling reader. The initial instructional experiences must address decoding skills. There are two distinct groups of struggling readers. The first group lacks beginning reading skills and performs below the second grade level. The second and larger group of students performs from 2.5 to 5.0 grade level. This second group can decode single-syllable words and recognize some high-frequency words. The first group will require instruction that addresses letter-sound associations and the blending and segmenting of these letter sounds. The second group will have difficulty decoding multisyllable words. These students lack the confidence and word attack skills needed to read unknown words. Typically struggling readers will guess based on the initial sound or guess based on the context. Both of these bad habits, sometimes taught by previous teachers, add to confusion and lack of confidence. These students are skilled in disguising their problems and avoiding  formal and informal assessment settings, particularly if assessments are done in the presence of peers.

Students avoid things that failed them. Because of assessment difficulties and the need for initial high success experiences, both groups should be taught beginning phonemic skills, namely, sounds and blending. The group two students can then move on a fast track to word attack skills for multisyllable and new unknown words.  Because of the emotional baggage associated with past failure experiences, the selected instructional program should not repeat previously failed instructional programs and associated instructional materials.  See  Decoding for All Ages . This program was designed to address the instructional needs of  older struggling reader and allows the teacher to systematically and successfully address  the needs of both groups of struggling older readers.

Al :: Aug.27.2008 :: Uncategorized :: No Comments »