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Profiles of Struggling Readers - Coggle Diagram
Profiles of Struggling Readers
Automatic Word Callers (18%)
These readers can decode words quickly and accurately, but fail to read for meaning
Majority of readers are ELL who do not receive additional support
Need additional support with comprehension
Benefit from: explicit instruction, teacher modeling, and think-alouds of reading strategies
Strong in fluency
Struggling Word Callers (15%)
Struggle with word identification and meaning
Difficultly applying word identification skills when reading connected text
Good fluency (often due to not stopping to read words correct/incorrect)
Need instruction and practice in oral and written language
Benefit from: read-alouds, independent reading, small group instruction, academic language activities
Word Stumblers (17%)
Struggles in word identification and fluency
Good in meaning
Benefits from: instruction in word identification (systematic), practice when reading connected text to reading level, and practice from assisted reading and unassisted reading.
Low performance in fluency results in difficulty with decoding
Over-rely on using context because of lack of decoding skills
Slow Comprehenders (24%)
Slow or lack of automaticity
Slow rate
Decreased enjoyment
Often presents as a slow rate with high word knowledge and comprehension abilities
Good decoders
Slow comprehenders could benefit from fluency building activities. This will aid in fluency and rate. Because slow comprehenders usually have high word knowledge, materials can likely remain at grade level.
Slow Word Callers (17%)
Need instruction in meaning and fluency
Difficulties in meaning and fluency
Good in word identification
Benefits from: vocabulary building, indirect building in independent reading and teacher read-alouds, and more explicit learning in word learning strategies and new words.
Struggles with comprehension
Disabled Readers (9%)
Struggles greatly with comprehension, word identification, and fluency
Not proficient in writing
Will identify less then 50% percent of words, at or lower than a first grade level
IMPORTANT TO REMEMBER THESE DO NOT INCLUDE STUDENTS IN SPECIAL ED AS THEY WERE NOT INCLUDED IN THE SAMPLE
This means that these students only hope to se progress is through efforts by the classroom teacher to seek help or provide this intervention and instruction
Often needs intensive systematic instruction in all areas to achieve progress
Smallest group, yet most likely to struggle with tests and reading benchmarks