Sie sind auf Seite 1von 14

Strategies for engaging

reluctant readers

Andrea Andrews, Kelsey Malette-Dupuis

Damien Rochette, Cristin Smith 10.27.2017
Key points: 5 Stages

Stage 1 - Pre-reading: Choosing a book

using the Goldilocks Method too hard,
too easy, just right. This Method can work
at any grade level. Activating prior

Learning to read: knowledge, previewing text, and making


the process. Stage 2 - Reading: Apply skills and

strategies, reading independently, shared
(Part 1) reading, buddy reading, guided reading, or
listening to text.
Key points: 5 Stages continued

Stage 3 - Responding: Writing in reading

log/journal, participating in grand

Learning to read: conversations, and drawing or dramatizing


the process. Stage 4 - Exploring: Reread with a buddy,

make personal connections, and learn new
(Part 2) vocabulary words

Stage 5 - Extending: construct projects, use

information in theme units, and connect
with related concepts.
1. Reluctant doesnt mean

2. Reluctant doesnt mean lazy:

There was a pervasive belief
A couple of that those who were less
successful just didn't try hard
misconceptions enough. (Baskwill 510)

Access to meaningful books ?

Students choice ?

Personal representations and

Why may emotions
a student be Self confidence

reluctant to Barriers

read ? Focused attention

Speech disorder

No role models
Motivation to read

Powerful books Enjoyment

Connection to the students life. Self directed

Rich literature Students responsibility for

his/her reading.
Appropriate setting (enough
time, support)

Self expression
Personal representations and emotions

Self image as a reader may result in

Impacted by self confidence Embarrassment in front of
Impacts self confidence
Fear of failure

Representations Reluctance to read

Negative ideas about reading Anxiety

Other barriers
Reduced vision or hearing

Trouble focusing

Speech disorder

English as a second language


Student fake reads to keep up with
class, but doesnt actually read.
Avoids real reading.

Some real-life 1. Student infers meaning from

pictures without actually reading
situations the text.

2. Student is a good reader, but

rarely reads aloud and mumbles
when asked to do so.
Real life situation 1

Description Strategy
Student looks through the book at Student needs to read out loud so
a slowed pace to look like they that teacher can hear that real
are reading. reading is taking place.

May even move lips to pretend Reading out loud to an older

they are reading, but are actually buddy.
looking at pictures.
Providing adequate materials at
Can infer story from pictures. students levels.
Real life situation 2

Description Strategy
Student intentionally chooses Student should be encouraged to
graphic novels or other books choose a book without pictures.
with pictures.
Good examples to engage the
Most of what is read is guessed student include recipes,
based on what the picture shows. instructions, etc.

Thinks books without pictures are

Real life situation 3

Description: Strategy:

Student refuses to read, however, Student should be encouraged to

the teacher knows they are read to a buddy - e.g. a younger
actually able to read. student that needs help, a dog,
stuffed doll, etc, to improve
May be experiencing anxiety, fluency and build confidence.
fear of failure, etc.
Carrie Gelson, Vancouver-based grade 2-4 teacher,
focus on literacy in classroom

Paul Pantaleo, Victoria-based elementary reading

support teacher (TeachBC)

Adrienne Gear, Vancouver-based teacher, focus on

literacy (Reading Power, Writing Power)

Resources Reading A-Z online program and app that uses

leveled reading

St Johns Ambulance See Spot Read program
Spot-Read.aspx and
Jane Baskwill (2006). If at First You Don't Succeed ...: A
Closer Look at an Old Adage . Language Arts, Vol. 83, No. 6,
Children's Voices about Literacy and Language, pp. 506-513

Prue Goodwin (1999) Can't read or won't read: Perspectives on

reluctance to read, New Review of Children's Literature and
Librarianship, 5:1, 29-41

Annette Earl & Sally Maynard (2006) WHAT MAKES A

References CHILD A RELUCTANT READER?, New Review of Children's

Literature and Librarianship, 12:2, 163-181

Carole Cox (2002), Resistance to reading in school. In

Hunsberger, M. & Labercane, G. (Eds.) Meaning making in the
response-based classroom, pp. 141-153. (Text
provided on D2L).

Lane, H., & Zavada, S. (2013). WHEN READING GETS

RUFF: Canine-Assisted Reading Programs. The Reading
Teacher, 67(2), 87-95. Retrieved from