6 profiles of struggling readers
automatic word callers (18%)
slow comprehenders (24%)
struggling word callers (15%)
slow word callers (17%)
Word stumblers (17%)
Disabled readers (9%)
other information
abilities:
click to edit
meaning: although they can read words quickly and accurately they fail to read for meaning
word identification: they can decode words quickly and accurately
abilities
word identification: fairly strong but multisyllabic words are not automatic
meaning: strong comprehension, understands that reading should make sense
fluency: reading rate is very slow, lacks automaticity in multisyllabic words
would benefit from working on stamina, using interesting texts, using a variety of lengths in texts, and skills for identifying multisyllabic words
tends to do well on assessments that aren't timed, but struggles on those that are, so may see discrepancies in test results
abilities
word identification: strong decoding skills, can easily, but not automatically, identify isolated words, and can read words in short strings with minimal effort
comprehension: struggles with comprehending and retelling, struggle with individual word meaning and text-based understanding in paragraphs or longer
fluency: below average wpm, does not read with expression or meaningful phrasing
would benefit from vocabulary building exercises and explicit instruction in word learning strategies
often score very low, indicating a lack of basic skills, but actually have these basic skills and are missing more advanced skills in meaning and fluency
the majority of students in this cluster qualify for free or reduced price lunch and they are english language learners who no longer receive special support
fluency: strong fluency both in therms of rate and expression
need instruction in comprehension and most likely would benefit from explicit instruction, teacher modeling, and think alouds of key reading strategies
word identification: well developed decoding skills but the identification is slow
fluency: fluency is slow , and does not read with expression or meaningful phrases
meaning: had difficulty finding meaning in text
other information
this group is a fairly even mis of english language learners and native english speaker who have difficulty in comprehension and fluency
Students in this cluster have substantial diffi- culty with word identification, but they still have surprisingly strong comprehension
These students ten to focus on context of text rather than the pronunciation which is why they score low on word recognition
Focus on reading comprehension and speed which was shown in the article based on sandy's spontaneous self-corrections and substituting words with relatively the same meaning
Sentences can be choppy and lack flow but after she reread a sentence with the correct word, the sentences can be read with expression and the correct flow
Difficulty with decoding rather than fluency
Instruction for students who word stumble should include systematic instruction in word identification and opportunities to practice when reading connected text at her reading level.
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
Student's experiencing severe difficulty in all three areas—word identification, meaning, and fluency.
This is the smallest group (9%), yet, ironi- cally, this is the profile that most likely comes to mind when we think of children who fail state reading tests. This group also includes one of the lowest numbers of second-language learners. The most telling characteristic of students in this cluster, like Jesse, is their very limited word iden- tification abilities.
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.
Abilites:
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)
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.
click to edit
Writing: not proficient
writing: proficient
Writing: below proficient
Writing: proficient
Writing: not proficient
writing: proficient