What is Reading really? Abstract Concept People have a hard time explaining HOW they read Must give struggling readers practical ways to improve

Dimensions of Assessment Students Texts Instruction Students Text

Students/Readers Motivation Diversity Reader Characteristics

Motivation

Dimensions of Diversity Gender Ethnic Linguistic Language differences Dialect Experiential Socioeconomic Religious

Dimensions of Diversity Academic and Exceptionalities Learning disabilities Giftedness Physical handicaps Mental handicaps Behavior disorders Speech and language disabilities Specialized health care needs

Good Reader Characteristics Have clear goals for their reading Connect background knowledge to new learning Have an extensive vocabulary Focus attention on reading Monitor comprehension Can independently gain information Reflect on the reading

Struggling Reader Characteristics Resist reading tasks Read without considering how to approach the material Do not monitor comprehension May spend so much time and attention on trying to “say the words” that comprehension suffers

Struggling Reader Characteristics Attempt reading with minimal schema and few strategies to access in order to construct meaning. May have poor writing skills because they don’t make a reading, writing, speaking connection. Have difficulty making inferences/drawing conclusions from the text. Have limited vocabulary.

Preparation Listening to middle level readers

Getting ready for Metcalf Interview Reading for Information Survey (p. 199) A reading attitude survey (Rhody is a good one) A text for the student to read and discuss (maybe a magazine article) Get a writing sample Game (maybe mad libs) http://www.teach-nology.com/worksheets/language_arts/madlibs/

Debriefing Interpreting Rhody survey In a group of 4, discuss what you know from your first meeting. What does the informal assessment data tell you? What do these students need?