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6 profiles of struggling readers - Coggle Diagram

- - - - fluency: strong fluency both in therms of rate and expression
- - - - As well as supported experiences with texts that will continue to feed and challenge her drive for meaning.
        
        In addition, students need to develop automaticity with word identification, and to do that she would benefit from assisted reading (i.e., reading along with others, monitored reading with a tape, or partner read- ing) as well as unassisted reading practice (i.e., repeated reading, reading to younger students) with materials at her instructional level
    - - Word Fluency: Once a word is decoded and understood, they can go back and read with fluency and expression
      - Meaning: Does really well with reading conprehneison and understand the meaning of the text
      - Word Identification: on tests, students do poorly with word identification as they might look at a word and substitute with another word (although it can still hold the same meaning and therefore doesn't change the context)
      - Writing: proficient
- - - - Abilities:
        
        Word Identification: typically average, which suggests that receptive language was not a major problem and that they don’t likely have limited learning ability. Few decoding skills beyond initial consonants, basic consonant– vowel–consonant patterns (e.g., hat, box), and high-frequency sight words.
        
        Word Fluency: With decoding ability at the first grade level and below, it is not surprising that comprehension and fluency were also low
        
        Meaning: Typically can’t read enough words to get any meaning.
        
        Instructions: Needs intensive, systematic word identification instruction targeted at beginning reading along with access to lots of reading material at lower levels than grade level.
        
        Writing: not proficient