Meet Brandon
Brandon is likely
a “non-reader.”
A non-readers lacks the skills of a Developed by Patricia Martin
fluent reader. He reads below and Peter Pappas
grade level and struggles with www.peterpappas.com
comprehension, phonics, and
vocabulary. Feelings of defeat For more resources:
have turned off his desire to read
and he exhibits inappropriate
Content Reading Strategies What Brandon says about
behaviors to hide his inability to that Work reading and himself:
read and comprehend. He: www.edteck.com/read
This is boring and frustrating.
Reads very little and does not like
to read I will misbehave, so I won’t have to
read.
Lacks effective word attack skills
I can’t understand this assignment.
Exhibits poor comprehension skills
I will never learn to read for the rest of
Has limited language and my life.
vocabulary
I’m stupid – this is stupid – you’re
stupid.
How would you diagnose
this reader?
Content Reading Strategies that Work | www.edteck.com/read
Copyright © 2005, Patricia Martin and Peter Pappas
www.peterpappas.com
What can you do to help Specific strategies you can use to help
the non-reader? the non-reader?
Evaluate for listening comprehension level Arrange for this student to read easy books to younger students.
versus reading comprehension level to
assess comprehension skills. Group or individual pre-reading: activate prior knowledge and predict.
Never engage the class in “round robin” Try a shared reading with a partner to share responsibility for active reading.
reading activities.
Work in cooperative groups for focused and specific purposes related to inferential
Evaluate word recognition in isolation comprehension.
versus word recognition in text to assess
word analysis skills. Give numerous opportunities to work with peers to “fill the gaps” in comprehension.
Provide choices from a variety of high- Use computer programs and other technology resources to support word analysis and
interest material at the student’s independent comprehension.
reading level.
Work with combinations of text and audiotape or text and video tape.
Provide any essential information aloud or
taped as the learner follows the print. Use “Telling Boards,” where they can draw simple “stick figure sketches” based on their ideas
or information they find in text. Use as visual organizers instead of trying to record using
Use oral activities to supplement written words.
activities.
Stress ideas and organization/structure when encountering text.
Provide a learning environment that does not
constantly stretch the student’s level of Provide opportunities for re-readings and choral reading.
competency and utilizes the limited areas of
strength. Use a Readers Theatre to create interest and build skills in reading. Use text as “script” – spice
it up with simple “costumes” or “sets.” Repeated “performances” (readings) bring fluency
Provide extensive, consistent models of
literacy within the student’s grasp.
Provide concrete examples, organizers, and Give him chances to “publish” his work and “tell” what he knows
demonstrations. Relate and connect ideas, about a subject that interests him. He is motivated when he can
vocabulary, and skills. Avoid “drill and successfully get his ideas down on paper.
kill.”
Content Reading Strategies that Work | www.edteck.com/read
Copyright © 2005, Patricia Martin and Peter Pappas
www.peterpappas.com
