Please enable JavaScript.
Coggle requires JavaScript to display documents.
Struggling Reader Profiles - Coggle Diagram
Struggling Reader Profiles
Automatic Word Callers
Comprehension/Meaning: Low (second grade level)
Word Identification: High (ninth grade level)
Fluency: Strong, but may be reading too fast to attend to meaning
Strategies: self-monitoring, classroom read-alouds/discussions, independent reading
Struggling Word Callers
Comprehension/Meaning: Low (fourth grade level)
Fluency: reads quickly, no self-correction
Word Identification: Low (fourth grade level)
Strategies: small group instruction, self-monitoring, decoding instruction
Word Stumblers
Comprehension/Meaning: Strong (fourth grade level)
Word Identification: Low (second grade level)
Fluency: Low, difficulty with decoding
Strategies: systematic instruction in word identification, assisted reading & unassisted reading practice
Slow Comprehenders
Comprehension/Meaning: Strong (fourth grade level)
Word Identification: High (sixth grade level)
Fluency: Low, slow reading rate and interferes with comprehension slightly
Strategies: fluency-building activities (partner reading, oral reading), finding interest related reading material, instruction/practice in identifying multisyllabic words
Slow Word Callers
Comprehension/Meaning: Low (second grade level)
Word Identification: High (seventh grade level)
Fluency: Low, lack of automaticity and slow rate affects comprehension
Strategies: experimenting with reading materials, vocabulary building (independent reading/teacher read alouds)
Disabled Readers
Comprehension/Meaning: Low (first grade level)
Fluency: Low, limited word identification abilities coupled with few decoding skills, students cannot read enough words to get any meaning
Word Identification: Low (first grade level)
Strategies: intensive, systematic word identification, word identification, reading specialist support