How do you address the most critical needs of students who struggle with reading while engaging them with authentic and supportive practices?
The Supporting Readers Who Struggle collections focus on areas such as targeted foundational skills instruction, motivation and engagement, differentiated reading interventions, and increasing working memory and sustained attention. The resources provide practical, evidence-based strategies to help educators tailor their instruction to meet the needs of all their readers and, in the process, they challenge the notion of what it means to be a reader who struggles.
About the Resource Collection
All of the products listed below are included in the collection price.
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How reading for understanding research complicates the simple view of reading, and implications for later success as adolescent readers.
Speaker(s): Gina N. Cervetti
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Listening comprehension, what it is, what skills and knowledge contribute to it, and what effective teaching strategies should be employed in the classroom. *This video was created exclusively for the Supporting Readers Who Struggle collections.
Speaker(s): Young-Suk Grace Kim
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On the comprehension roadblocks adolescents may face in reading academic text and what strategies are available to help. *This video is excerpted from a full session.
Speaker(s): Sharon Russell, Judy Miller
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On the pitfalls of the simple view of reading, and how educators can teach to the student, not the disability. *This audio presentation was created exclusively for the Supporting Readers Who Struggle collections. **A PDF handout is included.
Speaker(s): George Hruby
How behavioral engagement fosters struggling adolescents’ reading growth, and how teachers’ perceptions of their students’ emotional and cognitive engagement further contribute to reading competence.
Author(s): James S. Kim, Lowry Hemphill, Margaret Troyer, Jenny M. Thompson, Stephanie M. Jones, Maria D. LaRusso, Suzanne Donovan
How expectations regarding how to read in a genre and discipline may influence comprehension and the ways in which strategies are employed.
Author(s): Monica S. Yoo
Five practices for creating a knowledge-building classroom to support students’ current and future reading.
Author(s): Gina N. Cervetti, Elfrieda H. Hiebert
How morphology supports derived-word reading for different types of readers and different types of words and can help guide the design of instructional programs to support adolescent word reading.
Author(s): Amanda P. Goodwin, Jennifer K. Gilbert, Sun-Joo Cho
Instructional practices to transform literacy teaching and disrupt deficit view labels of students.
Author(s): Katherine K. Frankel, Maneka Deanna Brooks
A method designed for post-secondary students to help them become focused, engaged, and productive before, during, and after reading.
Author(s): Victoria Rey