Diverse Learners Note Taking guide

In your I-Search groups discuss the key issues and major points the author(s)
make regarding diverse learners. Include this information in the note taking
sections below. Include the name of your selected article from the three in Week
14 folder; include the names of the members of your group. Your group should
add a section as needed. (the first one is incomplete and provided as a partial
example)
Group members: Tara Slade, Cesar Torres, Clara Valdes

We used the article on Literacy Education and Disability Studies for our iSearch.

Nudging Fledging teen readers from the nest.

● Adolescent reading
● Round robin reading - Can interfere with the natural reading process. It
has been used for over 300 years but that doesn't mean it works. Round
Robin reading can take up huge chunks of classime that can be used for
more productive activities.
● content area reading
● reading instruction
● Students should be able to self monitor their reading speed by the sixth
grade.
● Mature readers always continue to develop new reading skills and refine
their reading processes.
● Plays - Are made to assess performance and give students the
opportunity to get used to practicing spoken words. Students that don't
practice will not perform well in the play.
● Reading Partners - Can help students practice reading aloud and help
with the transition of silent and aloud reading
● Readers Theater - teachers can use Readers theater to allow small groups
of students to create short skits based on what they are reading to show
the class their understanding of the reading.
● Think-pair-Share - Is a simple but very effective strategy that engages
most students. The reason this is so effective is because students get to
write down their own thoughts before being corrected by their peers.
This makes students see how other students think and work.
Adolescent Literacy Strategies for Content Comprehension in Inclusive
Classrooms
● Older students who have deficits associated with reading skills (word
identification, fluency, vocabulary) will struggle to successfully master
and demonstrate academic skills.
● Factors contributing to comprehension problems
○ word level problems (identifying words within their content text
materials)
○ Mutlisyllabic Word Reading- reading multisyllabic words by
dividing them into familiar word parts provides struggling older
readers with a reasonable strategy for managing the reading of
unknown, complex words
○ Vocabulary Problems-lack of exposure/memory deficits “Variations
on mnemonic devices, which provide some measure of scaffolded
support for students exhibiting memory deficits, have proven
successful for struggling readers during vocabulary instruction”
○ Lack of background knowledge/ lack of knowledge of text structure
○ Inconsistent use of comprehension strategies
○ lack of motivation to read means lack of exposure to critical
vocabulary and varied text genres and structures.

Collins, K. & Ferri, B. (2016). Literacy education and disability studies: Reenvisioning struggling students.
Journal of Adolescent and Adult Literacy, 60(1), p. 7-12.

-Changing classroom structures/practices to support learning needs

-Don’t try to “fix” them
Differeniate
Help students see that literacy is a tool, not a barrier!
-Research shows that when teachers give up, students will soon give up
-The “normal” student is fictionalized
-DSE disrupts long-standing patterns of exclusion and dehumanization
-Rethinking and questioning the centrality and normalcy and homogeneity in
classrooms and schools