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The Six Profiles of Struggling Readers - Coggle Diagram
The Six Profiles of Struggling Readers
Automatic Word Callers
Do not read for meaning (poor comprehension)
Often these students are ELLs who no longer qualify for special language support
Quickly and accurately decode words
Support strategies
Explicit instruction
Teacher modeling
Think-alouds using comprehension strategies (i.e.summarizing, self-monitorings, etc.)
Explicit instruction in acquiring academic language
Struggling Word Callers
Difficulty with word identification
Struggles with comprehension due to lack of ability to identify words
Reads passages quickly and does not self-correct for words read incorrectly
Expression and phrasing while reading are choppy and inconsistent and add to difficulty with comprehension
Instruction and practice in both oral and written language
Peer read alouds
Experience reading at their independent reading level
Intensive decoding instruction
Word Stumblers
strong comprehension skills
making a lot of errors that don't change the meaning
difficulty with word identification
low fluency because of time spent self correcting and re reading
systematic instruction in word identification
assisted reading at instructional level
unassisted reading at instructional level
Slow Word Callers
difficulty in comprehension and fluency
strong decoding skill when reading words in isolation
slow reading rate
can be a challenge distinguishing slow reading because of lack of comprehension or slow reading to monitor reading to comprehend better
practice reading about a topic student is familiar with to check if fluency is caused by lack of comprehension
indirect vocab instruction through independent readinf and explicit vocab instruction for words he will encounter
need instruction in meaning and fluency more than decoding
Students with Specific Learning Disabilities (9%)
experiencing difficulty in all 3 areas:
word identification
meaning
fluency
Most telling characteristic of students in this cluster = limited word identification abilities
BUT receptive language was not a major problem
Impact of low decoding abilities = comprehension and fluency are also low
Depending on the grade level, adequate access to materials for instruction and fluency building differ
Motivation is key, sometimes more difficult to motivate these kinds of students due to lack of understanding/ opportunities for support in the classroom
Assistive Strategies
Technology
Gain access to age-appropriate learning, read-aloud, speech-to-print (to help with writing)
Extended Time
Break up longer projects, allow for extra time to finish tests/assignments, and allow frequent breaks
Grouping and special settings
Instructional Modifications
Provide graphic organizers, adjust the pace of instruction, or simplify the language of directions
Slow Comprehenders
Experience Difficulty with fluency, but understand reading should make sense through word knoweldge
Decoding skills to attack multi-syllable words, but not yet automatic = harder to comprehend text
Lack of automaticity and slow rate = unlikely to enjoy reading on own time = student falls further behind
Helpful Instruction
Guided repeated oral reading, partner reading, Reader's Theatre
Most useful to use grade material/words that match with where the student is struggling
Develop stamina as well as fluency