Rob Waring Featured Speaker Talk PANSig Okinawa May 2106 What is a reluctant reader Someone who may exhibit these traits reads because they have to reads things they may not want to ID: 634504
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Motivating Reluctant Readers
Rob WaringFeatured Speaker Talk PANSig OkinawaMay 2106Slide2
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What is a ‘reluctant reader?’
Someone who may exhibit these traits:reads because they have toreads things they may not want tooften have issues with self-esteemoften attribute their difficulties to external factors - too much noise, poor vision, unfairness, text too small etc.
rarely acknowledge their lack of abilityoften have a sense of helplessnessoften have been frustrated for years and have become skilled evaders and hiders who act up to avoid reading
Slide8
Solution: Get
out of their wayOften we teach or make them study too much
The more we leave them alone, the more they will learnFocus on the LOOOOONG goal The main focus should be to create life-long readers
Don’t worry about this week’s successes and failures
Don’t do anything that will hurt reading confidence, motivation and self-esteem as a readerSlide9
Solution: Build confidence
Reading within their ability level at first, and increase the challenge over timeBuild off successful reading achievementsDiscuss and share problems (reading blogs??) so they don’t feel aloneFind out what makes students anxious before, when and after readingTrain them to expand their comfort zoneSlide10
Solution: Help
them READLots of reading - a wide variety of materialsEasy interesting materialsRe-reading is ok, reading to them aloud is okRead for general understanding not to learn language
Train them to ignore unknown words and go back only if communication breaks downMake a relaxed atmosphere so they enjoy the readingFlexible
approachSlide11
Solution: They set and monitor their goals
Rather than impose reading amounts get them to set them.Some research show students often suggest more reading than the teacher doesReading goals can differ by student even within a class – as the goals should be personalDo this within the context of assessment of their whole class – or the lazy ones will say ‘none’Slide12
Solution: Make it more than just reading
Connect the story to them in some wayMaybe they prefer listening?Find the reason why. Busy? Reading problems?
Have a scavenger hunt for informationCreate your own storyMake reading a reward not a punishment
Sit with them as the read to find out their reading problems
Read what they are reading
Get them hooked on a series not a book
Let them give book
talksSlide13
Solution: Make it about them
They discuss how they read, what they doEnsure the texts are ones they want to readSelect texts they want to readGive a questionnaire to find out what they likeMuch easier to find interesting materialsBut … ensure it’s the right level for them
Find things other than graded readersMagazines, brochures, comics, TV guides, manuals, newspapersConnect to them from their world
viewSlide14Slide15Slide16Slide17Slide18Slide19Slide20Slide21
Solution: Build
FluencyIt helps students to move from the word-by-word level of reading to the ‘idea-level’ of readingIt helps build eye-span so students see more text in one eye movement and thus can process more textIt allows us to save time for other things
They read faster so they will get feelings of accomplishment sooner.Slide22
Solution:
Add a challengeChallenge them to read about a difficult topicReading races and competitions, Gamification – use of game-like featuresStars, buttons, points,
Competitive tasksLeader boardsSet high reading goals
Speed
Amount
A little outside their comfort zoneSlide23
Solution:
Make it auralLet them listen to the textsMake it into a serialCopy the images only. Students order the picturesRead, listen, read, listenPodcasts, online listeningGive them a different goal each time
Let them find errorsListen for background sounds, tone, voiceListen and compare understanding after a chapterSlide24
Solution: Extend the reading
They research one aspect of the story e.g. farm life in 19th century England and make a presentation about itStudents read a famous classic story and research the author and the history behind the story and why it is famousMake a profile of the characters – clothes, habits etc. and they think of someone like thatSlide25
Solution:
Create communitiesBuddy ReadingAllow students to write comments or leave faces in the books after they readStudents help build a reading lounge or library with displaysLet them choose the books for the libraryReading Circles – make groups of 4-5 and assign different roles to each one.Slide26
Solution:
Bring their world into the classroom Build your own libraryThey find something they want to readThey translate any words or phrases they don’t know on the article
They bring it to class and explain the textThe partner reads the texts and translates anything they don’t know
All texts go into a box – students choose 2 to read at home
Repeat every weekSlide27
Motivating
reluctant readersWhen working with reluctant readers teachers should: -prepare structured lessons – class readers
-allow less freedom as perceived complexity can confuse -cover less content – don’t make it feel like ‘study’ -more rewards for effort -continuously reward achievement
-create an environment for them to meet
their
achievable goals
-make the reading relevant to them so they can engage
-allow them to choose shorter achievable texts
-acknowledge their resistance
-discuss with them why they are being asked to read
-assign partners to guide them – help them to share
-focus on building a culture of success not failure
-not punish failure
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Signs of a struggling reader
1. They ask you to read something for them2. They ask you how to spell a word3. They come up with excuses not to read
4. They read word by word5. They can't answer questions about what they just read
6. They don't make comments when they are
reading
7. They skip
words
8. They slur words when reading and hope that you don't
notice
9. They keep asking you the meaning of
words
10. They read as fast and they
canSlide29
Principles of speed
readingSpeed reading is only one part of developing the reading skillThe focus should be speed, not to other
things (e.g. trying to learn new vocabulary). The reading should be
easy - very
few unknown
vocabulary.
Comprehension
should be
tested,
or reading quickly without understanding is pointless.
general
understanding rather than detailed
knowledge
not
important to get all the questions
right
should
aim for 70-80% when doing speed reading
.Slide30
Principles of speed
reading IIReading should be timed accurately. The score should also be kept.Students should not use their fingers or pens to trace words as this encourages slow word-by-word reading. An aim is to build reading confidence. So teacher encouragement and feedback is important. Students should not expect instant gains in speed.Setting reading speed goals and keeping reading speed scores can help focus the learners.
A little often is better than a lot infrequently. The skill should be built continually.Speed reading should be isolated from other activities so the focus is clear.Don’t read aloud. Try not to read aloud in your head (sub-vocalization). It slows reading to the speed you can talk.
Don’t try to build reading speed too quickly. Some studies have shown long term negative effects.Slide31
Speed reading
methodsRead a given text once and record the speed. Keep measuring speed over time.Re-read a passage 10/15/20% faster.Read for (say) 5 minutes. Mark the spot on the page. Re-read from the start and try to beat the previous mark.Skip information that may not be relevant. Scan ahead to find things that may not need reading.
Card speed reading. Put a piece of paper or card across the page above where you are reading and drag it down as you move down the page. This prevents re-reading.Hop reading. Scan a block of text, then skip to the next block of text and scan that.
Ask someone to move their finger down the page slightly ahead of where you are. Aim to follow the finger.Slide32
Speed reading
tipsPut the reading in the center of your line of vision not at an angle.Raise your speed slow till you still feel comfortable – like learning to drive faster.Remember that when you practice speed reading, your aim is to read faster, not to enjoy the reading. Focus clearly on building speed while retaining comprehension.Scan ahead before reading, look at the cover, headings, photos, glossaries, table of contents and key sentences to help set the context.
In some texts the beginning and ending sentences often carry to most important messages so read those a little slower than the middle.Don’t assume that you can read all types of reading at the same speed. School texts books should probably be read more slowly and carefully – as with legal documents.